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2018

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The use of zingari/nomadi/rom in Italian crime discourse, Theresa Catalano

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European spaces and the Roma: Denaturalizing the naturalized in online reader comments, Theresa Catalano and Grace E. Fielder

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“There’s Nothing Wrong with Fun”: Unpacking the Tensions and Challenges of Human Centered Design for Learning with Pre-Service Teachers, Zoe Falls and Justin Olmanson

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Role(s) of Higher Education in Helping Diverse and Excellent Public Schools Gain Recognition, Edmund T. Hamann and Mark Larson

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Language ideologies and epistemic exclusion, Lydiah Kananu Kiramba

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What Is “New” in the Study of Religion and Language Teaching: An Essay From a Middle Ground Point of View, Loukia K. Sarroub

2017

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When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators, Theresa Catalano

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“The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students, Theresa Catalano, Jenelle Reeves, and Stephanie Wessels

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Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children, Qizhen Deng, Guy Trainin, Kathleen Moritz Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia C. Torquati, and Robert J. Coplan

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Othering others: Right-wing populism in UK media discourse on “new” immigration, Grace E. Fielder and Theresa Catalano

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Reconceptualizing Pedagogical and Curricular Knowledge Development through Making, Steven Greenstein and Justin Olmanson

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Trump, Immigration, and Children: Disrupted Schooling, Disrupted Lives, Edmund T. Hamann

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Dispatches from Flyover Country: Four Appraisals of Impacts of Trump’s Immigration Policy on Families, Schools, and Communities, Edmund T. Hamann and Cara Morgenson

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LIFELONG LEARNING: A STRATEGIC ANALYSIS OF EDUCATION, Iwasan D. Kejawa Ed.D

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Multilingual Literacies: Invisible Representation of Literacy in a Rural Classroom, Lydiah Kananu Kiramba

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Students’ Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-cultural Study, Hunkar Korkmaz, Julie Anna Thomas, Nilgun Tatar, and Serpil Altunay

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High school earth and space science should be taught by geoscientists, Elizabeth Lewis

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A case of fragmented high school Earth and space science education in the Great Plains: Tracing teacher certification policy to students' access, Elizabeth B. Lewis and Jia Lu

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Historical Analysis: Tracking, Problematizing, and Reterritorializing Achievement and the Achievement Gap, Justin Olmanson, Zoe Falls, and Guieswende Rouamba

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The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem, Justin Olmanson and Xianquan Chrystal Liu

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Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners, Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng

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Supporting 3rd-grade students’ model-based explanations about groundwater: A quasi-experimental study of a curricular intervention, Laura Zangori, Tina Vo, Cory Forbes, and Christina V. Schwarz

2016

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Linguistic Construction of Migrant Identity in U.S. Crime Reports, Theresa Catalano

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Representing teachers as criminals in the news: A multimodal critical discourse analysis of the Atlanta schools’ “Cheating Scandal”, Theresa Catalano and Lauren Gatti

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Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs, Theresa Catalano and Edmund T. Hamann

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Moving people and minds: Dance as a vehicle of democratic education, Theresa Catalano and Alison E. Leonard

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Representations of power: A critical multimodal analysis of U.S. CEOs, the Italian Mafia and government in the media, Theresa Catalano and Linda R. Waugh

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Review of The Math Myth and Other STEM Delusions by Andrew Hacker, David Fowler

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Being the “First”: A Narrative Inquiry into the Funds of Knowledge of First Generation College Students in Teacher Education, Jeong-Hee Kim, Amanda Morales, Rusty Earl, and Sandra Avalos

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Three reading-intervention teachers’ identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school, Jung-In Kim and Kara Mitchell Viesca

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Heteroglossic practices in a multilingual science classroom, Lydiah Kananu Kiramba

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Translanguaging in the Writing of Emergent Multilinguals, Lydiah Kananu Kiramba

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Science Teachers’ Professional Growth and the Communication in Science Inquiry Project, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, and Katrien van der Hoeven Kraft

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Noyce Science Teacher Master of Arts with emphasis in Science Teaching Program: Meeting Challenges of 21st Century Classrooms. UNL Noyce Track I, Phase I, Final Report., Elizabeth B. Lewis, Lindsay Augustyn, Amanda Garrett, Lyrica Luca, Aaron A. Musson, Ana Rivero, and Andy Frederick

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Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators, Amanda Morales and Gail Shroyer

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What does Motivated Mean? Re-Presenting Learning, Technology, and Motivation in Middle Schools via New Ethnographic Writing, Justin Olmanson

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New Media Literacies, Justin Olmanson and Zoe Falls

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Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah McCarthey, Bill Cope, Duane Searsmith, and Mary Kalantzis

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The Case of Three Karen Refugee Women and Their Children: Literacy Practices in a Family Literacy Context, Sabrina DM Quadros and Loukia K. Sarroub

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Indonesian Pre-Service Teachers’ Identities in a Microteaching Context: Learning to Teach English in an Indonesian Teacher Education Program, Dwi Riyanti and Loukia K. Sarroub

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Educator Responses to Migrant Children in Mexican Schools, Juan Sánchez Garcia and Edmund T. Hamann

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The Road to Reform: A Grounded Theory Study of Parents’ and Teachers’ Influence on Elementary School Science and Mathematics, Julie Thomas and Sandi Cooper

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A Study of Home Emergent Literacy Experiences of Young Latino English Learners, Guy Trainin, Stephanie Wessels, J. Ron Nelson, and Patricia Vadasy

2015

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Moisés Sáenz: Vigencia de su Legado (English translation), Edmund T. Hamann

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Series Editors' Foreword: The Construction, Negotiation, and Representation of Immigrant Student Identities in South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann and Rodney Hopson

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Bringing Space Science Down to Earth for Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, and Julie A. Thomas

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Mathematics Teachers’ Perspectives on Online Professional Development Modules, Nicole M. Joseph, Jacqueline Leonard, Kara Viesca, and Boni Hamilton

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Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, and Brandon Helding

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Let them learn English: Reader response to media discourse about dual language education, Jia Lu and Theresa Catalano

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Foreign Language Teaching and Learning, Aleidine Kramer Moeller and Theresa Catalano

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Foreign Language Teaching and Learning, Aleidine Kramer Moeller and Theresa Catalano

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Foreword to Revisiting Education in the New Latino Diaspora, Amanda Morales

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The Teacher-Artist's Creed: Teaching as a Human, Artistic, and Moral Act, Amanda Morales and Jory Samkoff

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Critical cultural awareness in the foreign language classroom, Kristen Nugent and Theresa Catalano

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Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, and Xianquan Liu

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The Techno-Pedagogical Pivot: Designing and Implementing a Digital Writing Tool, Justin Olmanson, Katrina Kennett, and Bill Cope

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Critical Pedagogy in Classroom Discourse, Loukia K. Sarroub and Sabrina Quadros

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Critical Discourse Analysis: Definition, Approaches, Relation to Pragmatics, Critique, and Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, and Paul G. Renigar

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iContact: The Digital Feedback Process in a University Setting, Kathleen M. Wilson and Laurie A. Friedrich

2014

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ROMANIES VERSUS THE MAFIA: “US” AND “THEM” IN ITALIAN CRIME REPORTS, Theresa Catalano

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The Effect of Morphological Strategies Training for English Language Learners, Q. Deng and G. Trainin

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The Business of Learning to Teach: A Critical Metaphor Analysis of One Teacher’s Journey, Lauren Gatti and Theresa Catalano

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“A hidden part of me”: Latino/a students, silencing, and the epidermalization of inferiority, Jason G. Irizarry and John Raible

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Seeking research-enhanced geoscience outreach that complements subject knowledge with pedagogical expertise (Book Review), Elizabeth Lewis

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A professional learning community activity for science teachers: How to incorporate discourse-rich instructional strategies into science lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, and Michael Lang

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Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, and Dena Harshbarger

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“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates, Cheryl E. Matias, Kara Viesca, Dorothy F. Garrison-Wade, Madhavi Tandon, and Rene Galindo

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Building intercultural competence in the language classroom, Aleidine Kramer Moeller and Kristen Nugent

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Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study, Aleidine Kramer Moeller and Janine Theiler

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Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters With Literacy, Loukia K. Sarroub and Todd Pernicek

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“Push it Real Good!” The Challenge of Disrupting Dominant Discourses Regarding Race in Teacher Education, Kara Viesca, Cheryl E. Matias, Dorothy Garrison-Wade, Madhavi Tandon, and René Galindo

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Reflections on Effective Writing Instruction The Value of Expectations, Engagement, Feedback, Data, and Sociocultural Instructional Practices, Kara Mitchell Viesca and Kim Hutchison

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Supporting English and Spanish Literacy Through a Family Literacy Program, Stephanie Wessels

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Drawing Their Way into Writing: Culturally and Linguistically Diverse Students Finding Voice Through Mini-Novelas, Stephanie Wessels and Socorro G. Herrera,

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Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning, Stephanie Wessels and Guy Trainin

2013

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Anti-Immigrant Ideology in U.S. Crime Reports: Effects on the Education of Latino Children, Theresa Catalano

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Occupy: A case illustration of social movements in global citizenship education, Theresa Catalano

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The Roma and Wall Street/CEOs: Linguistic construction of identity in U.S. and Canadian crime reports, Theresa Catalano

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The Roma and Wall Street/CEOs: Linguistic construction of identity in U.S. and Canadian crime reports, Theresa Catalano

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Understanding the Language of the Occupy Movement: A Cognitive Linguistic Analysis, Theresa Catalano and John W. Creswell

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Media discourse and dual language programs: A critical linguistic analysis, Theresa Catalano and Aleidine Kramer Moeller

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The ideologies behind newspaper crime reports of Latinos and Wall Street/CEOs: A critical analysis of metonymy in text and image, Theresa Catalano and Linda R. Waugh

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The language of money: How verbal and visual metonymy shapes public opinion about financial events, Theresa Catalano and Linda R. Waugh

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La preparación de los maestros para afrontar la diversidad en la escuela. Estudio comparativo entre Castilla-La Mancha y el estado de Nebraska / Training teachers to deal with diversity in school. Comparative study of Castilla-La Mancha and the state of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, and Thomas McGowan

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Using a Cohort Approach to Convert EdD Students into Critical Friends, Edmund T. Hamann and Susan Wunder

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The development of a model of culturally responsive science and mathematics teaching, Cecilia M. Hernandez, Amanda Morales, and Gail Shroyer

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A Teaching Model for Concept Learning and Changes in Critical Thinking, S. C. Hoffman Ph.D. and Marilyn Grady

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The Anthropology of Educational Persistence: What Can We Learn from Anthropology to Improve Educational Opportunities and Outcomes for Underserved Students?, Teresa McCarty, Bryan McKinley Jones Brayboy, Amanda Datnow, Edmund T. Hamann, and The Anthropology of Educational Persistence Thought Collective

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Advanced Low Language Proficiency–An Achievable Goal?, Aleidine Kramer Moeller

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Keeping It in the Target Language, Aleidine Kramer Moeller and Amy Roberts

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Keeping It in the Target Language, Aleidine Kramer Moeller and Amy Roberts

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Voicing a Mindful Pedagogy: A Teacher-Artist in Action, Amanda Morales and Jory Samkoff

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Associations Between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study, Patrick Pössel, Kathleen Moritz Rudasill, Michael G. Sawyer, Susan H. Spence, and Annie C. Bjerg

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A Case Study of Reading Instruction in a Philippine Classroom, Maria Selena Protacio and Loukia K. Sarroub

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Researching PDS Initiatives to Promote Social Justice Across the Educational System, Gail Shroyer, Amanda Morales, Sally Yahnke, and Lisa A. Bietau

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Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology, Julie Thomas, Toni Ivey, and Jim Puckette

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Linguicism and Racism in Massachusetts Education Policy, Kara Viesca

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Race, difference, meritocracy, and English: majoritarian stories in the education of secondary multilingual learners, Kara Viesca

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Developing A System of Program Assessment Within Teacher Education: Lessons Learned, Kara Viesca, Emilie Mitescu Reagan, Sarah Enterline, and Ann Marie Gleeson

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When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy, Kara Viesca, Aubrey Scheopner Torres, Joan Barnatt, and Peter Piazza