Submissions from 2024
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
Protect the Children, Body and Soul, Kenjus T. Watson, Tiffani Marie, Ersie Anastasia Gentzis, and Dante Dixson
Submissions from 2023
Academic discourse and peer collaboration in online high school learning environments, Sara Douglas, Emily Slusser, and Mark Felton
Compassion and Care Through Musical Social Emotional Learning, Scott N. Edgar, Kara Ireland D'Ambrosio, and Elise Hackl
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
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
Teaching health justice and reimagining narratives of place through community-driven science practices, Tammie Visintainer
PERSPECTIVES ON PRACTICE: Linguistic Justice: Lessons Learned from Teaching Black Multilinguals, Emily Zoeller and Allison Briceño
Pláticas as Feminista cultural practice and design methodology for being and becoming with mathematics, Sandra Zuniga-Ruiz and Kris D. Gutiérrez
Submissions from 2022
Implementing Policy: Navigating the English Learner Roadmap for Equity, Allison Briceño and Rebecca Bergey
Conscious Classrooms: Using Diverse Texts for Inclusion, Equity, and Justice, Allison Briceño and Claudia Rodriguez-Mojica
“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
“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets, Allison Briceño and Emily Zoeller
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
Examining conceptual frameworks for understanding teacher learning in the domain of formative assessment, Brent Duckor and Carrie Holmberg
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
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
Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines, Merce Garcia-Mila, Mark Felton, Andrea Miralda-Banda, and Núria Castells
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
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
Critical Translingual Perspectives on California Multilingual Education Policy, Eduardo R. Muñoz-Muñoz, Luis E. Poza, and Allison Briceño
‘I Intend Not to Roll My Eyes When I Don’t like My Partner’: Fourth-Graders’ Intentions to Care, Colette Rabin
Learning to Argue Through Dialogue: a Review of Instructional Approaches, Chrysi Rapanta and Mark K. Felton
Engaging the racist science of human intelligence: Towards a more just science education future, Tammie Visintainer
Somewhere Between a Rock and an Outer Space: Regenerating Apocalyptic Education, Kenjus Watson and Tiffani Marie
An Asset-based Practice for Teaching Bilingual Readers, Emily Zoeller and Allison Briceño
"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
Influence of Sequential and Simultaneous Bilingualism on Second Grade Dual Language Students’ Use of Syntax in Reading, Allison Briceño
Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings, Sara Cothren Cook, Lauren W. Collins, Jennifer Madigan, Kimberly McDuffie Landrum, and Lysandra Cook
Expert learning in (micro)communities of practice: a case study examining teacher professional development, Lara Ervin-Kassab and Steven Drouin
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
Building a framework for transformation in higher education: Leadership lessons in emancipatory education, Heather Lattimer and Marcos Pizarro
Social Injustice and the Schooling System, Tiffani Marie and Brennin Y. Brown
Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students, Andrea Miralda-Banda, Merce Garcia-Mila, and Mark Felton
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
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
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
“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
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
Professional Growth Among Mentor Teachers in a Co-Teaching Model of Preservice Education, Katya Aguilar
Selecting and Analyzing Diverse Texts to Engage All Readers, Allison Briceno
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
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
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
The case of Canvas: Longitudinal datafication through learning management systems, Roxana Marachi and Lawrence Quill
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
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
Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy, Claudia Rodriguez-Mojica, Eduardo R. Muñoz-Muñoz, and Allison Briceño
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith and Colette Rabin
Exploring the Teaching and Learning of Socioscientific Issues: Intersections of Race, Place, and Health Inequities, Tammie Visintainer
Reimagining science teaching and learning: Preparing secondary science teachers as equity advocates, designers, and social change agents, Tammie Visintainer
Walking the Walk: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents, Tammie Visintainer
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
The Bilingual Teacher Shortage: A Vicious Cycle, Allison Briceño, Claudia Rodriguez-Mojica, and Eduardo Muñoz-Muñoz
An Assets-Oriented, Formative Oral Language Assessment for Multilingual Students: The Oral Language Record, Adria F. Klein and Allison Briceño
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
Co-Teaching Relationships to Cultivate Caring, Colette Rabin and Grinell Smith
Critical Consciousness in Bilingual Teacher Preparation for Emancipatory Biliteracy, Claudia Rodriguez-Mojica and Allison Briceño
Combating Linguistic Hegemony: Preparing and Sustaining Bilingual Teacher Educators in the United States, Claudia Rodriguez-Mojica, Allison Briceño, and Eduardo R. Muñoz-Muñoz
Addressing the Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith and Colette Rabin
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
“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
Running records and first grade English Learners: An analysis of language related errors, Allison Briceno and Adria Klein
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
Unpacking Teacher Practice Through a Moves-Based Formative Assessment Framework Using Video-Based Cycles of Inquiry, Brent Duckor and Carrie Holmberg
From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, and Donna Sacco
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
English Learners and the Complex Language of Written Science Texts, Diego Román, Allison Briceño, and Deni Basaraba
“Get the Mexican”: Attending to the Moral Work of Teaching in Fraught Times, Grinell Smith and Colette Rabin
Teacher Education Program Redesign: Maintaining a Focus on Social Justice in an Increasingly Challenging Context, Grinell Smith and Colette Rabin
Submissions from 2017
The Influence of Home Language on Emergent Reading: Two Case Studies, Allison Briceño and Adria F. Klein
Literacy Language Learning as Partners in the Classroom, Adria F. Klein, J. Zuniga, Allison Briceño, and A. Torres Elías
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry, Luis E. Poza
Teaching in the Age of Humans Helping Students Think about Climate Change., Grinell Smith
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
"Scientists Do What We Do": Empowering Youth of Color as Learners and Doers of Community-Based Scientific Research, Tammie Visintainer
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
Lifelong and lifewide science learning, Tammie Visintainer and Marcia C. Linn
