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Submissions from 2016

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Preparing Teachers for Linguistic and Cultural Diversity: Experiences of Finnish Teacher Trainees, Emmanuel O. Acquah, Nancy L. Commins, and Tuija Niemi

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Interpreting Early Career Trajectories, Joan Barnatt, Dianna Gahlsdorf Terrell, Lisa Andries D'Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, and Karen Shakman

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Three reading-intervention teachers’ identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school, Jung-In Kim and Kara Mitchell Viesca

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The Language of Ciencia: Translanguaging and Learning in a Bilingual Science Classroom, Luis Poza

Submissions from 2015

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Mathematics Teachers’ Perspectives on Online Professional Development Modules, Nicole M. Joseph, Jacqueline Leonard, Kara M. Viesca, and Boni Hamilton

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Mecanismos de exclusión: Ideologías lingüísticas y ambigüedades en la conceptualización del lenguaje académico, Luis Poza

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The language of ciencia: translanguaging and learning in a bilingual science classroom, Luis Poza

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Colorado State Model Educator Evaluation System: Practical Ideas for Evaluating General Education Teachers of Bilingual Learners, Kara Mitchell Viesca, Deborah Agar, Margaret Berg, Loretta Chavez, Ashley Chrzanowsky, Leslie Grant, Jingzi Huang, Elizabeth Mahon, Shannon Svaldi, and Dana Walker

Submissions from 2014

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Supporting Bilingual Learners and their Families: Key Understandings for Pre-Service Teachers and the Institutions that Prepare Them, Nancy L. Commins

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Reimagining Quality Education for Latina/o ELs at the Crossroads of Disability and Second Language Acquisition within a Response to Intervention Framework, Barbara Dray and Peggy Hickman

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Reconceptualizing Quality Education for Multilingual Students with Disabilities, Renee A. Greenfield and Kara Mitchell Viesca

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Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling, Luis Poza, Maneka Deanna Brooks, and Guadalupe Valdes

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Educating Students Who Do Not Speak the Societal Language: The Social Construction of Language Learner Categories, Guadalupe Valdes, Luis Poza, and Maneka Deanna Brooks

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Reflections on Effective Writing Instruction: The Value of Expectations, Engagement, Feedback, Data, and Sociocultural Instructional Practices, Kara Mitchell Viesca

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Colorado State Model Educator Evaluation System: Implementation Guide for Culturally and Linguistically Diverse Education Specialists, Kara Mitchell Viesca, Deborah Agar, Margaret Berg, Loretta Chavez, Ashley Chrzanowsky, Leslie Grant, Jingzi Huang, Elizabeth Mahon, Shannon Svaldi, and Dana Walker

Submissions from 2013

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Pre-service Teachers’ Beliefs and Knowledge about Multiculturalism, Emmanuel O. Acquah and Nancy L. Commins

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Linguicism and Racism in Massachusetts Educational Policy, Kara Mitchell Viesca

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Race, Difference, Meritocracy, and English: Majoritarian stories in the education of secondary multilingual learners, Kara Mitchell Viesca

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Developing a System of Program Assessment Within Teacher Education: Lessons Learned, Kara Mitchell Viesca, Emilie Mitescu Reagan, Sarah Enterline, and Ann Marie Gleeson

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When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy, Kara Mitchell Viesca, Aubrey Scheopner Torres, Joan Barnatt, and Peter Piazza

Submissions from 2012

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Teachers’ Education and Outcomes: Mapping the Research Terrain, Marilyn Cochran-Smith, Matthew Cannady, Kirstin Pesola McEachern, Kara Mitchell Viesca, Peter Piazza, Christine Power, and Amy Ryan

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A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale, Marilyn Cochran-Smith, Patrick McQuillan, Kara Mitchell Viesca, Dianna Gahlsdorf Terrell, Joan Barnatt, Lisa D'Souza, Cindy Jong, Karen Shakman, Karen Lam, and Ann Marie Gleeson

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Bruce Randolph High School: A Case Study of An Urban High School Becoming Successful for Multilingual Learners, Alan Davis, Kara Mitchell Viesca, Barbara Dray, and Tracy Keenan

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English Is Not All That Matters in the Education of Secondary Multilingual Learners and Their Teachers, Kara Mitchell Viesca

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Reading Aloud with Bilingual Learners: A Fieldwork Project and Its Impact on Mainstream Teacher Candidates, Kara Mitchell Viesca, Anne Homza, and Sarah Ngo

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Supporting the Success of Multilingual Learners in Massachusetts Through Improved Policy, Kara Mitchell Viesca, Cristen J. Recker, and Madhavi Tandon

Submissions from 2011

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Pathways to Teaching: African American Male Teens Explore Teaching as a Career, Margarita Bianco, Nancy Leech, and Kara Mitchell Viesca

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Mindful Reflection as a Process for Developing Culturally Responsive Practices, Barbara Dray and Debora Basler Wisneski

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Understanding Complex Ecologies to Disentangle White Identity: It's a Journey not a Destination, Barbara Dray and Peggy Hickman

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Developing an Instrument to Assess Student Readiness for Online Learning: A Validation Study, Barbara Dray, Patrick R. Lowenthal, Melissa J. Miszkiewicz, Maria Araceli Ruiz-Primo, and Kelly Marczynski

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DPS Exemplary Schools Case Study: Bruce Randolph High School, Kara Mitchell Viesca, Alan Davis, Barbara J. Dray, Tracy Keenan, and DPS-UCD Research Collaborative

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DPS Exemplary Schools Case Study: Goldrick Elementary School, Sally Nathenson-Mejia, Barbara J. Dray, Ron Tzur, Tracy Keenan, and DPS-UCD Research Collaborative

Submissions from 2010

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Teacher Education for Social Justice: What's Pupil Learning Got to Do With It?, Marilyn Cochran-Smith, Ann Marie Gleeson, and Kara Mitchell Viesca

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BOOK REVIEW: New Languages of the State: Indigenous Resurgence and the Politics of Knowledge in Bolivia by Bret Gustafson, Sheila M. Shannon

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Advocate for Equity!, Kara Mitchell Viesca

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Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis, Kara Mitchell Viesca

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Examining Diversity Through Mindful Reflection and Communication, Debora B. Wisneski and Barbara Dray

Submissions from 2009

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“Re-Culturing” Teacher Education: Inquiry, Evidence, and Action, Marilyn Cochran-Smith and Boston College TNE Evidence Team

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Just Measures: Social Justice as a Teacher Education Outcome, Marilyn Cochran-Smith, Emilie Mitescu Reagan, Karen Shakman, and Boston College TNE Evidence Team

Halting the Race to the Bottom: Urgent Interventions for the Improvement of the Education of English Language Learners in Massachusetts and Selected Districts, Miren Uriarte, Almundena Abeyta, Maria Estela Brisk, Eileen de los Reyes, Jane Lopez, Susan McGilvray-Rivet, and Kara Mitchell Viesca

Submissions from 2008

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Responding to Linguistic Diversity, Nancy L. Commins

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Mexicans in the Pacific Northwest: Lesson from Progressive School Leaders for Progressive Educational Policy, Sheila M. Shannon

Submissions from 2007

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Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers, Illinois Research Center, Diep Nguyen, and Nancy L. Commins

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ESL Inclusion: A North Carolina Story, Elizabeth Mahon

Submissions from 2006

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Addressing Linguistic Diversity from the Outset, Nancy L. Commins and Ofelia B. Miramontes

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High-Stakes Testing and English Language Learners: Questions of Validity, Elizabeth Mahon

Submissions from 2005

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A Collaborative Inquiry With White Women About Our Understanding Of Difference in Education, Barbara Dray

Submissions from 2004

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Alternative Programs for Mexican Immigrant Students: Tan cerca [So close]. . . ., Maria Thomas-Ruzic and Sheila M. Shannon

Submissions from 2003

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Researcher or Trickster?, Barbara J. Dray

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High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado, Kathy Escamilla, Elizabeth Mahon, Heather Riley-Bernal, and David Rutledge

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Breaking the Code: Colorado's Defeat of the Anti-Bilingual Education Initiative (Amendment 31), Kathy Escamilla, Sheila Shannon, Silvana Carlos, and Jorge Garcia

Submissions from 2002

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Parents Choose Dual Language Programs in Colorado: A Survey, Sheila M. Shannon and Madeline Milan

Submissions from 2000

Programas de lenguajes duales y un plan para un intercambio entre EU y México. Aportes Académicos. Año 2 2(2 y 3). Universidad de Guadalajara., Sheila M. Shannon

Submissions from 1999

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Meeting the Challenge of Linguistic Diversity: A Comprehensive Approach to School Restructuring, Nancy L. Commins, Ofelia B. Miramontes, and Adel Nadeau

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Language Rights or Language Privileges?, Sheila M. Shannon

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Mexican Immigrants in U.S. Schools: Targets of Symbolic Violence, Sheila M. Shannon and Kathy Escamilla

Submissions from 1997

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Irish in Ireland: Notes From the Field, Sheila M. Shannon

Submissions from 1996

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BOOK REVIEW: Working With Bilingual Children: Good practice in the primary classroom, Sheila M. Shannon

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Colorín, Colorado: The Story is Only Beginning to Be Told, Sheila M. Shannon

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Minority Parental Involvement: A Mexican Mother's Experience and a Teacher's Interpretation, Sheila M. Shannon

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A Story of Struggle and Resistance: Latino Parent Involvement in the Schools, Sheila M. Shannon and Silvia Lojero Latimer

Submissions from 1995

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The Culture of the Classroom: Socialization in An Urban Bilingual Classroom, Sheila M. Shannon

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The Hegemony of English: A Case Study of One Bilingual Classroom as a Site of Resistance, Sheila M. Shannon

Submissions from 1993

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Whole Language: Reform and Resistance, University of Colorado Denver and Nancy L. Commins

Submissions from 1992

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Parents and Public Schools: The Experiences of Four Mexican Immigrant Families, Nancy L. Commins

Submissions from 1990

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English in the Barrio: The Quality of Contact among Immigrant Children, Sheila M. Shannon

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Transition from Bilingual Programs to All-English Programs: Issues About and Beyond Language, Sheila M. Shannon

Submissions from 1989

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Language and Affect: Bilingual Students at Home and at School, Nancy L. Commins

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Perceived and actual linguistic competence: A descriptive study of four low–achieving Hispanic bilingual students, Nancy L. Commins and Ofelia B. Miramontes

Submissions from 1987

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A Descriptive Study of the Linguistic Abilities of a Selected Group of Low Achieving Hispanic Bilingual Students, Nancy L. Commins and Ofelia B. Miramontes

Submissions from 1985

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Factors Influencing Title VII Bilingual Program Institutionalization, G. R. Lewis, L. Baca, J. Bransford, and Nancy L. Commins