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Submissions from 2024

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Facts do not speak for themselves: Community norms, dialog, and evidentiary practices in discussions of COVID-19 on Reddit, Mark Felton, Ellen Middaugh, and Henry Fan

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Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice, Kathryn Ribay

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Protect the Children, Body and Soul, Kenjus T. Watson, Tiffani Marie, Ersie Anastasia Gentzis, and Dante Dixson

Submissions from 2023

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Academic discourse and peer collaboration in online high school learning environments, Sara Douglas, Emily Slusser, and Mark Felton

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Compassion and Care Through Musical Social Emotional Learning, Scott N. Edgar, Kara Ireland D'Ambrosio, and Elise Hackl

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Reconsidering Language Assets: A Critical and Integrative Examination of Language Proficiency and Biliteracy in Dual Language Teacher Education, Eduardo R. Muñoz-Muñoz and Allison Briceño

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Helping students become powerful mathematics thinkers: Case studies of teaching for robust understanding, Alan Schoenfeld, Heather Fink, Sandra Zuñiga-Ruiz, Siqi Huang, Xinyu Wei, and Brantina Chirinda

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Teaching health justice and reimagining narratives of place through community-driven science practices, Tammie Visintainer

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PERSPECTIVES ON PRACTICE: Linguistic Justice: Lessons Learned from Teaching Black Multilinguals, Emily Zoeller and Allison Briceño

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Pláticas as Feminista cultural practice and design methodology for being and becoming with mathematics, Sandra Zuniga-Ruiz and Kris D. Gutiérrez

Submissions from 2022

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Implementing Policy: Navigating the English Learner Roadmap for Equity, Allison Briceño and Rebecca Bergey

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Conscious Classrooms: Using Diverse Texts for Inclusion, Equity, and Justice, Allison Briceño and Claudia Rodriguez-Mojica

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“It Made Me See What Kind of Teacher I Want to Be:” Critical Literacy in a Pre-service Literacy Methods Course, Allison Briceño and Claudia Rodriguez-Mojica

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“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets, Allison Briceño and Emily Zoeller

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Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science, Susan De La Paz, Cameron Butler, Daniel M. Levin, and Mark K. Felton

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Examining conceptual frameworks for understanding teacher learning in the domain of formative assessment, Brent Duckor and Carrie Holmberg

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Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning, Mark Felton, Amanda Crowell, Merce Garcia-Mila, and Constanza Villarroel

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Scientific argumentation and responsive teaching: Using dialog to teach science in three middle-school classrooms, Mark Felton, Daniel M. Levin, Susan De La Paz, and Cameron Butler

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Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines, Merce Garcia-Mila, Mark Felton, Andrea Miralda-Banda, and Núria Castells

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In Search of Our Mothers' Gardens: A Womanist Understanding of Love En Route to Self-Determination, Tiffani Johnson

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Mixing Medicine: Social Transformation Through Global Youth Participatory Action Research, Tiffani Johnson and Kenjus Terrel Watson

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Co-teaching as an opportunity for mentor teacher professional growth, Katya Karathanos-Aguilar and Lara Ervin-Kassab

A Teacher’s Reflections on Teacher Action Research & Youth Participatory Action Research, Tiffani Marie

Rage, Grief, and Love in and Beyond Schools, Tiffani Marie

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Critical Translingual Perspectives on California Multilingual Education Policy, Eduardo R. Muñoz-Muñoz, Luis E. Poza, and Allison Briceño

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‘I Intend Not to Roll My Eyes When I Don’t like My Partner’: Fourth-Graders’ Intentions to Care, Colette Rabin

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Learning to Argue Through Dialogue: a Review of Instructional Approaches, Chrysi Rapanta and Mark K. Felton

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Engaging the racist science of human intelligence: Towards a more just science education future, Tammie Visintainer

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Somewhere Between a Rock and an Outer Space: Regenerating Apocalyptic Education, Kenjus Watson and Tiffani Marie

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An Asset-based Practice for Teaching Bilingual Readers, Emily Zoeller and Allison Briceño

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"We Can Be Bilingual Rather than an English Learner": Transnational Teachers Developing Strength-Based, Language-Focused Pedagogy, Emily Zoeller and Allison Briceño

Submissions from 2021

Centering Black Genius in the Classroom: A book review of “Cultivating Genius, an Equity Framework for Culturally and Historically Responsive Literacy.”, J. Asato and Allison Briceño

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Influence of Sequential and Simultaneous Bilingualism on Second Grade Dual Language Students’ Use of Syntax in Reading, Allison Briceño

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Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings, Sara Cothren Cook, Lauren W. Collins, Jennifer Madigan, Kimberly McDuffie Landrum, and Lysandra Cook

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Expert learning in (micro)communities of practice: a case study examining teacher professional development, Lara Ervin-Kassab and Steven Drouin

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Critical professional development and the racial justice leadership possibilities of teachers of colour in K-12 schools, Rita Kohli, Marcos Pizarro, Luis Genaro Garcia, Lisa Kelly, Michael Espinoza, and Juan Cordova

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Building a framework for transformation in higher education: Leadership lessons in emancipatory education, Heather Lattimer and Marcos Pizarro

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Social Injustice and the Schooling System, Tiffani Marie and Brennin Y. Brown

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Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students, Andrea Miralda-Banda, Merce Garcia-Mila, and Mark Felton

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It Is Not If, But When: Organizational and Leadership Recommendations for The Upcoming Demand for Expanded DL Programs and Their Articulation, Eduardo R. Muñoz-Muñoz and Allison Briceño

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Adding Flesh to the Bones: Dignity Frames for English Learner Education, Luis E. Poza

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After Castañeda: a glotopolítica perspective and educational dignity paradigm to educate racialized bilinguals, Luis E. Poza, Ofelia García, and Óscar Jiménez-Castellanos

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'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying Neighborhood, Luis E. Poza and Aaron Stites

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Care Ethics in Online Teaching, Colette Rabin

"It's Just a Flat One-Sided Feeling": Care Ethics in Remote Teaching, Colette Rabin

Teachers’ Moral Learning through Case Stories, Colette Rabin

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“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

Empowering K-12 Science Teachers as Equity Advocates and Designers of Transformative Justice-Centered Science Learning Communities, Tammie Visintainer

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Broadband Access and Constituent Experiences Under COVID-19 Shelter-In-Place Orders: California Assembly District 30, Ahoura Zandiatashbar, Luis E. Poza, Tammie Visintainer, and Eduardo Muñoz-Muñoz

Submissions from 2020

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Professional Growth Among Mentor Teachers in a Co-Teaching Model of Preservice Education, Katya Aguilar

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Selecting and Analyzing Diverse Texts to Engage All Readers, Allison Briceno

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The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities, María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez-Valls, and Jordi Solsona-Puig

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Affordances and Constraints: Pre-Service Science Educators Co-Teaching in Support of ELLs, Steven Drouin, Katya Aguilar, and Virginia Lehmkuhl-Dakhwe

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Matters of participation: notes on the study of dignity and learning, Manuel Luis Espinoza, Shirin Vossoughi, Mike Rose, and Luis E. Poza

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Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review, Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, Kalypso Iordanou, Regina Jucks, and Maria Zimmermann

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The case of Canvas: Longitudinal datafication through learning management systems, Roxana Marachi and Lawrence Quill

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Knowledge and POWER: A Case Study on Anti-Blackness within Schooling, Tiffani Marie

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Remembering an Apocalyptic Education: Revealing Life Beneath the Waves of Black Being, Tiffani Marie and Kenjus Watson

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[Review of] Learning and Not Learning in the Heritage Language Classroom: Engaging Mexican-Origin Students by Kimberly Adilia Helmer, Luis E. Poza

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Where Language is Beside the Point: English Language Testing for Mexicano Students in the Southwestern US, Luis E. Poza and Sheila M. Shannon

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Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students, Luis E. Poza and Kara M. Viesca

American Education and the Search for Equity, Colette Rabin

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Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy, Claudia Rodriguez-Mojica, Eduardo R. Muñoz-Muñoz, and Allison Briceño

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Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith and Colette Rabin

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Exploring the Teaching and Learning of Socioscientific Issues: Intersections of Race, Place, and Health Inequities, Tammie Visintainer

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Reimagining science teaching and learning: Preparing secondary science teachers as equity advocates, designers, and social change agents, Tammie Visintainer

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Walking the Walk: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents, Tammie Visintainer

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Relative Impacts of Different Grade Scales on Student Success in Introductory Physics, David J. Webb, Cassandra A. Paul, and Mary A. Chessey

Submissions from 2019

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The Bilingual Teacher Shortage: A Vicious Cycle, Allison Briceño, Claudia Rodriguez-Mojica, and Eduardo Muñoz-Muñoz

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An Assets-Oriented, Formative Oral Language Assessment for Multilingual Students: The Oral Language Record, Adria F. Klein and Allison Briceño

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Co-Teaching: Collaborative and Caring Teacher Preparation, Colette Rabin

Investigating the candidate-mentor-supervisor triad, Colette Rabin, Dena Sexton, David Whitenack, and Deborah Nemecek

American Education and the Larger Purpose of Social Justice and Caring, Colette Rabin and Grinell Smith

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Co-Teaching Relationships to Cultivate Caring, Colette Rabin and Grinell Smith

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Critical Consciousness in Bilingual Teacher Preparation for Emancipatory Biliteracy, Claudia Rodriguez-Mojica and Allison Briceño

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Combating Linguistic Hegemony: Preparing and Sustaining Bilingual Teacher Educators in the United States, Claudia Rodriguez-Mojica, Allison Briceño, and Eduardo R. Muñoz-Muñoz

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Addressing the Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith and Colette Rabin

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Trust Your Team: Our Journey to Embed Social and Emotional Learning in a Teacher Education Program Focused on Social Justice, Patricia Swanson, Colette Rabin, Grinell Smith, Allison Briceño, Lara Ervin-Kassab, Dena Sexton, Dale Mitchell, David A. Whitenack, and Jolynn Asato

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“I think at first glance people would not expect me to be interested in science”: Exploring the racialized science experiences of high school students of color, Tammie Visintainer

Submissions from 2018

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“En Español Esa Palabra No Tiene Ningún Sentido:” A Cross-Case Analysis of Three Mexican American Dual Language Teachers’ Language Ideologies and Instructional Differences, Allison Briceño

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Running records and first grade English Learners: An analysis of language related errors, Allison Briceno and Adria Klein

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From English Learner to Spanish Learner: Raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates. Language and Education, Allison Briceno, Claudia Rodriguez-Mojica, and Eduardo Muñoz-Muñoz

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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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From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, and Donna Sacco

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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

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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

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English Learners and the Complex Language of Written Science Texts, Diego Román, Allison Briceño, and Deni Basaraba

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“Get the Mexican”: Attending to the Moral Work of Teaching in Fraught Times, Grinell Smith and Colette Rabin

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Teacher Education Program Redesign: Maintaining a Focus on Social Justice in an Increasingly Challenging Context, Grinell Smith and Colette Rabin

Submissions from 2017

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The Influence of Home Language on Emergent Reading: Two Case Studies, Allison Briceño and Adria F. Klein

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Literacy Language Learning as Partners in the Classroom, Adria F. Klein, J. Zuniga, Allison Briceño, and A. Torres Elías

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

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Teaching in the Age of Humans Helping Students Think about Climate Change., Grinell Smith

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Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral and Ethical Perspectives, Grinell Smith and Colette Rabin

Exploring the Teaching and Learning of Health Outcomes: Intersections of Race, Place, and Socioeconomic Status, Tammie Visintainer

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"Scientists Do What We Do": Empowering Youth of Color as Learners and Doers of Community-Based Scientific Research, Tammie Visintainer

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Exploring the Physics Summer Program Experiences of Undergraduate Students Underrepresented in the Physical Sciences, Tammie Visintainer, Andrew R. Elby, Angela Little, Gina Quan, and Ana Aceves

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Lifelong and lifewide science learning, Tammie Visintainer and Marcia C. Linn