Mary Faith Mount-Cors
Mary Faith Mount-Cors provides strategic direction for, as well as planning, design and development of, K-12 language immersion and proficiency programs, and global-competence building teacher development and student curriculum as Director of Program Development at VIF International Education in Chapel Hill, North Carolina. Mary Faith Mount-Cors was a researcher at the FPG Child Development Institute at the University of North Carolina at Chapel Hill examining early childhood development programs globally, and an instructor of language teaching methods in the UNC-CH Master of Arts in Teaching Program and NC Teach.
Mount-Cors worked in Washington, D.C. at Creative Associates International on USAID-funded education development projects in Somaliland, Afghanistan, and Latin America and the Caribbean in teacher training, early grade reading instruction, and community mobilization. At International Resources Group, she participated in a multi-sectoral analysis following Hurricane Mitch in Central America. Other positions have included: foreign language teacher from elementary through college level in New Hampshire and Vermont, Peace Corps Volunteer in Benin, West Africa, and staffer for former U.S. Senator Wendell Ford (D-KY). Mount-Cors studied literacy and health among early grade students and mothers in coastal Kenya. Her doctoral research indicated a need to expand literacy models beyond a focus on individual student performance to accommodate critical family factors.
Mount-Cors has a Ph.D. in Education (Culture, Curriculum and Change) from the University of North Carolina at Chapel Hill, an M.A. in French from New York University, a B.A. in Religion from Davidson College with a concentration in International Studies, is fluent in English, French, and Spanish and proficient in Fon and Kiswahili. Her work has taken her to over twenty-five countries across North America, Central America, Europe, Africa, and Asia.
Resources created by Mary Faith Mount-Cors
Records 1–4 of 4 displayed
- Bridging the differences: Cultural background of Mexican students entering U.S. schools
- In Bridging Spanish language barriers in Southern schools, page 1.4
- Making the transition from life in Mexico to life in the United States can be difficult for students of Mexican origin. Schools and teachers can make that transition easier by understanding students' cultural backgrounds and by employing a few simple strategies.
- Format: article
- By Mary Faith Mount-Cors.
- English language learners and special education testing
- In Bridging Spanish language barriers in Southern schools, page 3.4
- English language learners are often incorrectly labeled with learning disabilities because of inffective diagnostic tests. A more effective model of testing and instruction would be based upon the educational concepts of scaffolding instruction and the Zone of Proximal Development.
- Format: article
- By Mary Faith Mount-Cors.
- The middle school challenge for English language learners of Mexican origin
- In Bridging Spanish language barriers in Southern schools, page 3.2
- English language learners of Mexican origin face numerous challenges in American middle schools, including cultural segregation and assumptions made by schools regarding the students' educational backgrounds. This article offers strategies for educators to help students overcome those challenges.
- Format: article
- By Mary Faith Mount-Cors.
- Special education in Mexico
- In Bridging Spanish language barriers in Southern schools, page 3.3
- In the 1990s, the inclusive education movement gained ground in Mexico, which resulted in the mainstreaming of special needs students into regular classrooms. The effects of this movement can be seen in the educational policies and services focusing on special needs students in Mexico.
- Format: article
- By Mary Faith Mount-Cors.
