Submissions from 2015
Deepening the home-school connection: Collaborating with diverse families to accelerate student learning, Allison Briceno
Book review: Biliteracy from the start: Biliteracy squared in action, Allison Briceño
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
Equitable Education of English Learners in the Common Core Age: Implications for Principal Leadership, David Whitenack
Submissions from 2014
Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling, Luis E. Poza, Maneka Deanna Brooks, and Guadalupe Valdés
“Without Hermeneutics I’m Stuck in My Own Thinking”: Preservice Teachers Adopt a Hermeneutical Stance Toward Action Research, Colette Rabin and Grinell Smith
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
Teaching care ethics: conceptual understandings and stories for learning, Colette Rabin and Grinell Smith
The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context, David Whitenack and Patricia Swanson
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
Student Teaching Field Experience Guide 2012-2013, Judith Schierling and David Whitenack
Understanding Resistance to Standardization in Education: The Tragedy of the Commons as a Theoretical Framework, Grinell Smith and Colette Rabin
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
Student Teaching Field Experience Guide 2011-2012, Judith Schierling and David Whitenack
A critical look at the role of technology as a transformative agent, Grinell Smith
Developing a sustainability plan at a large U.S. college of education, Grinell Smith
Making Connections Between Science and Equity: A Motivation to Teach Science in Elementary Grades, Grinell Smith and Colette Rabin
Bridging Professional Development and Context: Integrating Mathematics and Academic Language in a District Facing Takeover, Patricia Swanson and David Whitenack
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
Introducing STEM majors to the teaching profession through authentic experiences as tutors, Grinell Smith
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 2008
Breaking the Cycle of Racism in the Classroom: Critical Race Reflections from Future Teachers of Color, Rita Kohli
Constructing an Ethic of Care in Teacher Education: Narrative as Pedagogy Toward Care, Colette Rabin
Student Teachers Negotiating Identity, Role, and Agency, Dena Sexton
Does gender influence online survey participation?: A record-linkage analysis of university faculty online survey response behavior, Grinell Smith
Science books for professional pleasure reading: round out your content knowledge and foster interest in science with this list, Grinell Smith
Submissions from 2007
La discussió deliberativa: usar el discurs de classe per promoure el pensament crític, Mark Felton
Submissions from 2006
Naming Racism: A Conceptual Look at Internalized Racism in US Schools, Rita Kohli, R.N. Johnson, and L H. Perez
Submissions from 2004
Female students of color in special education: Classroom behaviors and perceptions in single-gender and coeducational classrooms, Jennifer C. Madigan
Submissions from 1973
California Teacher Development Project; Fremont ESEA Title 3, Dissemination Grant Period. Evaluation Report 1972-73., Warren Kallenbach
Submissions from 1972
The Effects of an Individualized Instruction Workshop and Its Related Follow-up Program on the Attitudes and Behavior of Selected Elementary Teachers and Their Students: Final Report, Helen Dell and Warren Kallenbach
Submissions from 1967
The Effectiveness of Videotaped Practice Teaching Sessions in the Preparation of Elementary Intern Teachers. Final Report., Warren Kallenbach
