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2019

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Missing the (Turning) point: The erosion of democracy at an American university, Anthony Fucci and Theresa Catalano

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Delineating a Regional Education Research Agenda, Edmund T. Hamann

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Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity, Edmund T. Hamann, Juan Sánchez García, and Yara Amparo Lopez Lopez

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“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students, Lydiah Kananu Kiramba and James Alan Oloo

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Untapped communicative resources in multilingual classroom settings: Possible alternatives, Lydiah Kananu Kiramba and James Alan Oloo

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“Her sentence is correct, isn’t it?”: Regulative discourse in English medium classrooms, Lydiah Kananu Kiramba and Patrick Henry Smith

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Why domain-specific science knowledge matters in teacher certification: Focusing on evidence for effective science teaching., Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, and Elizabeth Hasseler

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Promoting Learner Engagement through Interactive Digital Tools, Xianquan Liu and Aleidine J. Moeller

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Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses, Lorraine Males and Ariel Setniker

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Islamophobia in U.S. Education, Shabana Mir and Loukia K. Sarroub

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Creating a new normal: Language education for all, Aleidine J. Moeller and Martha G. Abbott

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Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids, Amanda Morales

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The Mañana Complex: A Revelatory Narrative of Teachers’ White Innocence and Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, and Socorro Herrera

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The nature of science as a foundation for fostering a better understanding of evolution, Craig E. Nelson, Lawrence C. Scharmann, Jean Beard, and Lawrence I. Flammer

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A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation, James Alan Oloo and Lydiah Kananu Kiramba

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International Comparisons in Education (Why doesn’t the USA perform better?), Lawrence C. Scharmann

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Building momentum by starting small, Cassandra R. Seiboldt,; Lorraine Males; and Joshua R. Males

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A Framework for Improving the Teaching of Mathematics to Bi/Multilingual Learners, Kara Mitchell Viesca, Nicole M. Joseph, and Nancy L. Commins

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Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings, Kara Viesca, Kathryn Strom, Svenja Hammer, Jessica E. Masterson, Cindy H. Linzell, Jessica Mitchell-McCollough, and Naomi Flynn

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Preparing Content Teachers to Work with Multilingual Students, Kara Viesca and Annela Teemant

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De las escuelas de Estados Unidos a las escuelas de México: Desafíos de política educativa en el marco de la Gran Expulsión [From US schools to Mexican schools: Educational policy challenges in the context of the 'Great Expulsion'], Víctor Zúñiga and Edmund T. Hamann

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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English education as democratic armor: Responding programmatically to our political work, Lauren Gatti, Jessica E. Masterson, Robert Brooke, Rachael W. Shah, and Sarah Thomas

Teacher Perspectives and Teacher Participation in School Reform for Educational Equity, Edmund T. Hamann, Chandra Diaz, Janet Marie Eckerson, Tricia Gray, and Cara Morgenson

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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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Problems of Practice As Stance, Edmund T. Hamann and Guy Trainin

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What Does an Anthropologist of Educational Policy Do? Methodological Considerations, Edmund T. Hamann and Thirusellvan Vandeyar

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Where Should My Child Go to School? Parent and Child Considerations in Binational Families, Edmund T. Hamann, Víctor Zúñiga, and Juan Sánchez García

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Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany, Svenja Hammer, Kara Viesca, Timo Ehmke, and Brandon Ernest Heinz

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What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, and Ann Mogush Mason

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Special issue of TEJ: What is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, and Amanda Morales

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Language ideologies and epistemic exclusion, Lydiah Kananu Kiramba

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Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice, Lydiah Kananu Kiramba and Violet J. Harris

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Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore, Traci Shizu Kutaka, WSendy M. Smith, and Lorraine Males

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Creating a new normal: Language education for all, Aleidine Kramer Moeller and Martha G. Abbott

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Within and beyond a grow-your-own-teacher program: Documenting the contextualized preparation and professional development experiences of critically conscious Latina teachers, Amanda Morales

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

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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

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Evolution and nature of science instruction: A first-person account of changes in evolution instruction throughout a career, Lawrence C. Scharmann

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Fostering eABCD: Asset-Based Community Development in Digital Service-Learning, Rachael W. Shah, Jennifer M. Troester, Robert Brooke, Lauren Gatti, Sarah Thomas, and Jessica E. Masterson

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

Teacher Perspectives on Equitable Education for Immigrant Students, Edmund T. Hamann, Chandra Diaz-DeBose, Janet Marie Eckerson, Tricia Gray, and Cara Morgenson

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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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Identifying the Anthropological in a Mixed- Methods Study of Transnational Students in Mexican Schools, Edmund T. Hamann, Victor Zuniga, and Juan Sánchez García

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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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Modeling Inquiry-oriented Instruction of Beginning Secondary Science Teachers, Lyrica Lucas and Elizabeth B. Lewis

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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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Perceptions of linguistically responsive teaching in teacher candidates/novice teachers, Madhavi Tandon, Kara Viesca, Colin Hueston, and Tamara Milbourn

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Online Professional Learning for Science Teachers of Multilingual Learners, Kara Viesca, Elizabeth Mahon, Christopher D. Carson, and The eCALLMS Team

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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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Secondary Pre-Service Teachers’ Algebraic Reasoning About Linear Equation Solving, Christina Alvey, Rick A. Hudson, Jill Newton, and Lorraine M. Males

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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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Learning to Teach in an Urban Teacher Residency, Lauren Gatti

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The Changing Challenges of Transformational Resistance. A Response to "Building the Dream: Transformational Resistance, Community-Based Organizations, and the Civic Engagement of Latinos in the New South", Edmund T. Hamann

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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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Fostering Connections, Empowering Communities, Celebrating the World, Aleidine Kramer Moeller

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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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Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges, John P. Smith III, Lorraine Males, and Funda Gonulates

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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

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Students We Share Are Also in Puebla, Mexico: Preliminary Findings from a 2009–2010 Survey, Víctor Zúñiga, Edmund T. Hamann, and Juan Sánchez García

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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The Ed.D. as Investment in Professional Development: Cultivating Practitioner Knowledge, Margaret A. Macintyre Latta, Edmund T. Hamann, and Susan Wunder

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Learn Languages, Explore Cultures, Transform Lives, Aleidine Kramer Moeller

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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