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Max Vazquez Dominguez, Ph.D.

VazquezDominguez-Max-Web-125x168.jpg
Title: Assistant Professor
Phone: 706-867-3248
Email:

Office: Dahlonega

Overview

Dr. Dominguez is an assistant professor of science education at UNG. He received his Ph. D. in Educational Theory and Practice from the University of Georgia where he worked in several science education projects with middle school science teachers, ESOL teachers, emergent bilingual students and their families. With a master’s degree in early childhood education with an emphasis on science from the University of Georgia, he worked in México to provide pre-service and in-service teachers with professional learning in science education in urban and rural regions of the state of Veracruz. His research interests include using emergent bilingual students’ interests and passions in the teaching/learning process, family engagement, science and soccer, the use of alternative concepts of space to enhance science learning, and bilingualism in science teaching and learning.

Courses Taught

  • ISCI 2002: Integrated Physical Science for Early Childhood Education
  • ISCI 4001: Integrated Physical Science for Middle School Education
  • SIED 4184: Elementary Science Methods

Education

  • Ph. D. , Educational Theory and Practice, University of Georgia, 2016
  • M.S., Early Childhood Education, University of Georgia, 2009
  • B.S., Mechanical and Electrical Engineering, Universidad Veracruzana, Mexico, 2001
  • B.A., Educational Psuchology, Unstituto Veracruzano de Educaci√≥n Superior, 2005

Research/Special Interests

Dr. Vazquez-Dominguez’s interests include using emergent bilingual students’ interests and passions in the teaching/learning process, family engagement, science and soccer, the use of alternative concepts of space to enhance science learning, and bilingualism in science teaching and learning.

Publications

Peer-Reviewed Journal Articles
Allexsaht-Snider, M., Vázquez Domínguez, M., Buxton, C., Karsli, E. 2017. Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops. Gender and Education. 1-17.
 
Vázquez Domínguez, M., Allexsaht-Snider, M., Buxton, C. 2017. Connecting soccer to middle school science: Latino students’ passion to science learning in English and Spanish. Journal of Latinos in Education. 1-13.
 
Davila, D., Nogueron, S., & Vázquez Domínguez, M. 2017. The Latinx family: Learning y la literature at the library. Bilingual Review/Revista Bilingüe. 33(5), 33-49.
Britton, S., Tippins, D., Cjigal, A., Cox, M., Cole, G., Vázquez, M., Cabrera, M., & Guzman, A. 2009. The adventures of the gray whale: An integrated approach to learning about the long migration. Science Scope, 33 (8), 26-33.
 
Peer-Reviewed Chapters
Kayumova, S., Aghasaleh, R., & Vázquez Domínguez, M. 2017. The value of Theory and Practice in the Context of the LISELL-B project: Examples of Plug-Ins. In Cory Buxton and Martha Allexsaht-Snider (Eds.) Supporting K-12 English Language Learners in Science (pp. 119-137). New York, NY: Routledge.
 
Vázquez Domínguez, M., Allexsaht-Snider, Latimer, M. 2016. Science teachers as architects: Building and supporting middle school and high school science-learning environments with emergent bilingual students. In Alandeon W. Oliveira & Molly H. Weinburgh (Eds.), Science Teacher Preparation in Content –Based Second language Acquisition (pp. 235-252). Switzerland: Springer
 
Other Publications
Vázquez, M. 2014. Simulacrum and Latin illegal immigration in the USA. International Journal of Baudrillard Studies. Retrieved from http://www.baudrillardstudies.com/contents/volume-eleven-number-three/vasquez/
 
Vázquez, M. 2014, January 28. La identidad en la posmodernidad. Gráfico de Xalapa, p. A11.
 
Vázquez, M. 2014, Enero. ¿Qué diablos leo para reflexionar? Intelector. Retrieved from http://issuu.com/marka2publicidad/docs/intelector_no_12_enero_
 
Vázquez, M. 2011, December 4. Yo no fui, fue teté o del panteísmo en el juego: Lo material. Gráfico de Xalapa, p. A2.
 
Vázquez, M. 2011, November 27. Yo no fui, fue teté o del panteísmo en el juego: Los deseos. Gráfico de Xalapa, p. A2.
 
Vázquez, M. 2010. Promoción de la corporeidad de los estudiantes usando actividades extracurriculares en la clase. Revista Didácta, special edition, November.

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