Faculty Publications
Submissions from 2022
In Search of Our Mothers' Gardens: A Womanist Understanding of Love En Route to Self-Determination, Tiffani Johnson
Mixing Medicine: Social Transformation Through Global Youth Participatory Action Research, Tiffani Johnson and Kenjus Terrel Watson
A Teacher’s Reflections on Teacher Action Research & Youth Participatory Action Research, Tiffani Marie
Rage, Grief, and Love in and Beyond Schools, Tiffani Marie
Submissions from 2021
Social Injustice and the Schooling System, Tiffani Marie and Brennin Y. Brown
Adding Flesh to the Bones: Dignity Frames for English Learner Education, Luis E. Poza
After Castañeda: a glotopolítica perspective and educational dignity paradigm to educate racialized bilinguals, Luis E. Poza, Ofelia García, and Óscar Jiménez-Castellanos
'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying Neighborhood, Luis E. Poza and Aaron Stites
“A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans, Ilana M. Umansky, Luis E. Poza, and Misael Flores Gutierrez
Submissions from 2020
Professional Growth Among Mentor Teachers in a Co-Teaching Model of Preservice Education, Katya Aguilar
Affordances and Constraints: Pre-Service Science Educators Co-Teaching in Support of ELLs, Steven Drouin, Katya Aguilar, and Virginia Lehmkuhl-Dakhwe
Matters of participation: notes on the study of dignity and learning, Manuel Luis Espinoza, Shirin Vossoughi, Mike Rose, and Luis E. Poza
Knowledge and POWER: A Case Study on Anti-Blackness within Schooling, Tiffani Marie
Remembering an Apocalyptic Education: Revealing Life Beneath the Waves of Black Being, Tiffani Marie and Kenjus Watson
Where Language is Beside the Point: English Language Testing for Mexicano Students in the Southwestern US, Luis E. Poza and Sheila M. Shannon
Submissions from 2018
Unpacking Teacher Practice Through a Moves-Based Formative Assessment Framework Using Video-Based Cycles of Inquiry, Brent Duckor and Carrie Holmberg
Evaluating and Supporting Teacher Practice of Formative Assessment: Assessing Posing, Pausing, and Probing Moves, Carrie Holmberg and Brent Duckor
On the Fascination With Flowers: An Eco-Social Examination of Resilience and Black Girl Schooling, Tiffani Marie
The Validity of Validity in Debra P.: Judicial and Psychometric Perspectives on Test Consequences, Charles Olney and Brent Duckor
Public Education for Democracy: Teaching Immigrant and Bilingual Children as Equals, Luis E. Poza and Sheila M. Shannon
Submissions from 2017
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry, Luis E. Poza
Submissions from 2016
Binning for Equity and Access: Formative Assessment–Focused Teacher Professional Development for Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, and Joanne Becker
Submissions from 2015
Looking Within: Teacher Critical Self-Reflection on Language and Cultural Integration in Multilingual Schools, Kathryn Brooks, Katya Karathanos, and Susan Adams
Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms, Chauncey Monte-Sano, Susan De La Paz, and Mark Felton
Submissions from 2014
Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling, Luis E. Poza, Maneka Deanna Brooks, and Guadalupe Valdés
Educating Students Who Do Not Speak the Societal Language: The Social Construction of Language-Learner Categories, Guadalupe Valdés, Luis E. Poza, and Maneka Deanna Brooks
Submissions from 2013
Validating the internal structure of the Performance Assessment of California Teachers (PACT): A multi-dimensional item response model study, Brent Duckor, Katherine Castellano, Kip Tellez, and Mark Wilson
The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, and Mark Felton
Submissions from 2012
Support for the beginning special educator through high quality mentoring, Jennifer C. Madigan and G Scroth-Cavataio
Learning to Teach Argumentative Historical Writing by Analyzing Student Work, Chauncey Monte-Sano, Susan De La Paz, Mark Felton, Roderick Carey, Kelly Worland, and Laura Yee
Submissions from 2011
Benefitting the educator and student alike: Effective Publications strategies for supporting the academic language development of English learner (EL) teacher candidates, Katya A. Karathanos and M Aminy
IDEA 2004: Building collaborative partnerships and effective communication between administrators, special and general educators, and multi-disciplinary professionals, Jennifer C. Madigan and G Scroth-Cavataio
Submissions from 2010
The new rules of for measuring teacher quality: Lessons learned from the assessment experts, Brent M. Duckor
Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power, Katya A. Karathanos
Submissions from 2009
Building on the cultural and linguistic capital of English learner (EL) students, K Brooks and Katya A. Karathanos
Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework, Brent M. Duckor, K Draney, and M Wilson
Deliberation versus Dispute: The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom, Mark Felton, Merce Garcia-Mila, and Sandra Gilabert
El análisis de la consigna argumentativa en la calidad del discurso y en el aprendizaje de las Ciencias Naturales, Sandra Gilabert Medina, Merce Garcia-Mila Palaudarias, and Mark Felton
The education of women and girls in the United States: A historical perspective, Jennifer C. Madigan
Submissions from 2007
La discussió deliberativa: usar el discurs de classe per promoure el pensament crític, Mark Felton
Submissions from 2004
Female students of color in special education: Classroom behaviors and perceptions in single-gender and coeducational classrooms, Jennifer C. Madigan
