[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603264-105":59,"doc-detail-603264-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teacher-dispositions-for-effective-education-in-the-borderlands","Teacher Dispositions for Effective Education in the Borderlands","","Teacher dispositions, attitudes, and motivation are central to educating students effectively, especially in borderland areas where learners must navigate two cultures, two languages, and two worlds. Grounded theory is used alongside existing data from Tijuana and San Diego-area teachers who completed a border pedagogy training institute. The study identifies disposition characteristics that strongly influence teacher effectiveness and student outcomes in border regions, emphasizing culturally responsive validation and advocacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-dispositions-for-effective-education-in-the-borderlands/603264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-dispositions-for-effective-education-in-the-borderlands/603264.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do teacher dispositions play in educating borderland students?","Question",{"text":112,"@type":113},"They shape effectiveness by influencing how teachers support learners who must negotiate two cultures and languages. The document links dispositions to student success in border regions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document highlight the U.S. and Mexico educational divide?",{"text":117,"@type":113},"Because the systems are described as distinct and disconnected, U.S. preparation and training rarely address the Mexican educational system. This gap affects teacher readiness for borderland students’ needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the study conducted and who participated?",{"text":121,"@type":113},"It was an exploratory study during the 2003–2004 school year, involving 40 teachers from San Diego and Tijuana. Participants attended the Border Pedagogy Biliteracy Institute with 10 professional development sessions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603264,1792109149,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teacher Dispositions for Effective Education in the Borderlands  \nby Zulmara Cline and Juan Necochea  \nAbstract  \nTeacher dispositions, attitudes, and motivation play important roles in educating students so that they are highly successful in school. This is particularly true for students in borderland areas who frequently need to negotiate two cultures, two languages, and two worlds. Using grounded theory with extant data from Tijuana and San Diego-area teachers who participated in a border pedagogy training institute, characteristics that are critical to teacher dispositions—which can make significant differences in effectiveness with students in the borderlands—have been identified.  \nThe educational systems in the United States and Mexico are so distinct and disconnected from one another that they may as well be in two separate worlds (Cline and Necochea 2002; Necochea and Cline 2003; Reyes and Garza 2005) . Current teacher preparation and in-service training programs in the United States, even those close to la línea (the border), rarely mention the Mexican educational system, much less provide the professional development programs teachers need tobe effective with borderland students—especially in the areas of dispositions, attitudes, and motivation (McLaren 1994; Oppenheimer 1998; Martínez 1994, 2001) . Though the authors have focused on the regions adjacent to the United States and Mexican border, borderland communities can extend deeply into either country when individuals from both nationalities come into daily contact (Cline and Necochea 2004a). Discerning which teacher dispositions are necessary for effectively educating students in borderland communities has become extremely important in light of the changing demographics within schools. As Major and Brock (2003, 8) stated:  \nEmpirical studies indicate that effective teachers of diverse learners share a common core of knowledge, skills, and dispositions. This includes knowledge of  \n268 Educational  \nResearch Reports  \nsecond-language-acquisition theory and pedagogy, use of culturally relevant curricula, the propensity to validate the students’ home language and culture, engagement in reflectivity and professional growth, a clear sense of their own ethnicity, and a commitment to student advocacy.  \nThe notion that the border is confluent and requires a particular disposition is one  \nthat borderland teachers need to be aware of and make a fundamental part of their training. Armed with this knowledge, teachers become better prepared to adapt to the local context, linguistic diversity, and cultural differences they encounter, and to make necessary modifications (Flores and Clark 2002; Cline and Necochea 2002; Major and Brock 2003) . The cultural confluence of the two countries impacts all aspects of life; therefore, it is paramount that teachers understand the transnational influences that come knocking at the schoolhouse door. As educators try to understand language issues, societal expectations, and the impact of biculturalism, their dispositions will have a profound effect on students, their families, communities, and schools (Martínez 1994; McLaren  \n1994; Flores and Clark 2002; Reyes and Garza 2005). Flores and Clark (2002, 9) discussed the need for border pedagogy at confluent borders:  \nOther researchers have called for a ‘border pedagogy’ in which educators recognize that the border is confluent, that it must be navigated and traversed, and that it is not simply a dividing line between two countries. . . . Instead, the border region should be viewed as an energetic, constantly changing area where ‘new possibilities are always on the horizon.’  \nFor schools to successfully educate transnational children, teachers must possess certain dispositions that allow them to incorporate students’ needs into the educational setting, thus enabling learners to negotiate both cultures academically and socially (Martínez 2001; Major and Brock 2003) . Transnational students ","cbCaio0yrMiTmutg","https://ap.wps.com/l/cbCaio0yrMiTmutg","pdf",374041,15,"English","# Abstract\n## Teacher dispositions in borderland education\n## Background on U.S.-Mexico educational disconnect\n## Dispositions and border pedagogy framework\n## Methodology\n## Participants","[{\"question\":\"What role do teacher dispositions play in educating borderland students?\",\"answer\":\"They shape effectiveness by influencing how teachers support learners who must negotiate two cultures and languages. The document links dispositions to student success in border regions.\"},{\"question\":\"Why does the document highlight the U.S. and Mexico educational divide?\",\"answer\":\"Because the systems are described as distinct and disconnected, U.S. preparation and training rarely address the Mexican educational system. This gap affects teacher readiness for borderland students’ needs.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"It was an exploratory study during the 2003–2004 school year, involving 40 teachers from San Diego and Tijuana. Participants attended the Border Pedagogy Biliteracy Institute with 10 professional development sessions.\"}]","Teacher Dispositions for Effective Education in the Borderlands | PDF",1792095994,38]