Faculty Publications

 

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Submissions from 2018

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Unpacking Teacher Practice Through a Moves-Based Formative Assessment Framework Using Video-Based Cycles of Inquiry, Brent Duckor and Carrie Holmberg

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Evaluating and Supporting Teacher Practice of Formative Assessment: Assessing Posing, Pausing, and Probing Moves, Carrie Holmberg and Brent Duckor

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The Validity of Validity in Debra P.: Judicial and Psychometric Perspectives on Test Consequences, Charles Olney and Brent Duckor

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Public Education for Democracy: Teaching Immigrant and Bilingual Children as Equals, Luis E. Poza and Sheila M. Shannon

Submissions from 2017

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Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry, Luis E. Poza

Submissions from 2016

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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

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Looking Within: Teacher Critical Self-Reflection on Language and Cultural Integration in Multilingual Schools, Kathryn Brooks, Katya Karathanos, and Susan Adams

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Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms, Chauncey Monte-Sano, Susan De La Paz, and Mark Felton

Submissions from 2014

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

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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

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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

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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

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Support for the beginning special educator through high quality mentoring, Jennifer C. Madigan and G Scroth-Cavataio

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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

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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

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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

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The new rules of for measuring teacher quality: Lessons learned from the assessment experts, Brent M. Duckor

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Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power, Katya A. Karathanos

Submissions from 2009

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Building on the cultural and linguistic capital of English learner (EL) students, K Brooks and Katya A. Karathanos

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Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework, Brent M. Duckor, K Draney, and M Wilson

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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

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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

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The education of women and girls in the United States: A historical perspective, Jennifer C. Madigan

Submissions from 2007

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La discussió deliberativa: usar el discurs de classe per promoure el pensament crític, Mark Felton

Submissions from 2004

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Female students of color in special education: Classroom behaviors and perceptions in single-gender and coeducational classrooms, Jennifer C. Madigan