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2021

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Shaping the teaching and learning of intercultural communication through virtual mobility, Theresa Catalano and Andrea Muñoz Barriga

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Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community, Theresa Catalano, Uma Ganesan, Alessia Barbici Wagner, Jenelle Reeves, Alison E. Leonard, and Stephanie Wessels

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How Social Studies Teachers Choose News Resources for Current Events Instruction, Christopher H. Clark, Mardi Schmeichel, and H. James Garrett

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Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study, Qizhen Deng Ph.D., Lydiah Kananu Kiramba, and Kara Mitchell Viesca

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Picturing dual language and gentrification: An analysis of visual media and their connection to language policy, Edmund T. Hamann and Theresa Catalano

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What educators in Mexico and in the United States need to know and acknowledge to attend to the educational needs of transnational students, Edmund T. Hamann and Víctor Zúñiga

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Setting Empirically Informed Policy Benchmarks for Physical Science Teaching, Elizabeth B. Lewis, Ana Rivero, Lyrica L. Lucas, Aaron Musson, and Brandon Helding

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The Interplay of Emotion, Cognition, and Learning in the Language Classroom, Aleidine J. Moeller

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Advice for Students of Color and First-Generation College Students: Successful Transitions from High School into and Within College/University, Amanda Morales

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Advice for Educational Counselors, Advisors, Faculty, and Staff: Paving the Pathways to Post-Secondary Education: Removing Barriers and Creating Opportunities for Students of Color (SOC) and First-Generation College Students (FGCS) to Flourish, Amanda R. Morales and Edmund T. Hamann

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To Teach as We are Known: The ‘Heart and Soul’ Labor of Teacher Educators of Color Working in PWIs, Amanda R. Morales and John Raible

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"The Lady from North Carolina": The Perils and Limitations of External Expertise, Aprille J. Phillips and Edmund T. Hamann

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Evolutionary theory: Coping with a Pandemic., Lawrence C. Scharmann

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Evolutionary Theory: Establishing Positive Learning Environments, Lawrence C. Scharmann

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Fighting the COVID-19 Pandemic with Reliable Data, Lawrence C. Scharmann

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Invited Dialogue: Mapping the Intersections of Religion, Literacy, and Public Schooling for Displaced, Immigrant, and Refugee Children: A Conversation with Loukia K. Sarroub, Jennifer D. Turner and Loukia K. Sarroub

2020

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Intercultural Competence in Pre-Service Teacher Candidates, Joan Barnatt, Lisa Andries D’Souza, Ann Marie Gleeson, Kara Mitchell Viesca, and Jessica Wery

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The visual representation of dual language education, Theresa Catalano

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Transformative Interviewing and the Experiences of Multilingual Learners not Labeled “ELL” in US Schools, Theresa Catalano, Lydiah Kananu Kiramba, and Kara Mitchell Viesca

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Googly eyes and yard signs: Deconstructing one professor’s successful rebuffing of a right-wing attack on an academic institution, Theresa Catalano and Ari Kohen

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Social Studies Teacher Perceptions of News Source Credibility, Christopher H. Clark, Mardi Schmeichel, and H. James Garrett

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Las implicaciones de la migración transnacional entre Estados Unidos / México para el desarrollo profesional de los docentes: perspectivas antropológicas // The implications of US/Mexico Transnational Migration for teacher professional development: anthropological perspectives, Edmund T. Hamann

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Partners, Not Adversaries: Higher Education and Diverse Schools, Edmund T. Hamann

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The Equity and Engagement Challenges of Teaching Reading in Middle School, Edmund T. Hamann and Stephanie Malone

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“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, and Anthony Mawuli Sallar

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Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student, Lydiah Kananu Kiramba and James Oloo

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Navigating multiple worlds of Ghanaian-born immigrant adolescent girls in US urban schools, Lydiah Kananu Kiramba, Adaurennaya C. Onyewuenyi, Alex Kumi-Yeboah, and Anthony Mawuli Sallar

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Reflection and Inquiry-based Teaching: Exploring Reflective Practices in Beginning Secondary Science Teachers, Ana Rivero and Elizabeth B. Lewis

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Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar, Loukia K. Sarroub

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Examining GLOCAL Scales and Mapping Literacy Landscapes: What We Can Learn as Ethnographers through Geospatial Analyses, Loukia K. Sarroub and William R. England

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Creating Proactive and Positive Approaches for Teaching Evolution, Lawrence C. Scharmann

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Evolutionary Theory in Applied Problem-Solving, Lawrence C. Scharmann

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Insights into nature of science and evolution education, Lawrence C. Scharmann

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Scientific Theories and the Power of Enquiry, Lawrence C. Scharmann

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Theories - A Powerful Tool for Science, Lawrence C. Scharmann

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Critical relationships in managing students’ emotional responses to science (and evolution) instruction, Lawrence C. Scharmann and Bette L. Grauer

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Selfies as Postfeminist Pedagogy: The Production of Traditional Femininity in the US South, Mardi Schmeichel, Stacey Kerr, and Chris Linder

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The downfall: listening to non-urban communities and their language ideologies, Jessica Sierk and Theresa Catalano

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Towards a complex framework of teacher learning-practice, Kathryn J. Strom and Kara Mitchell Viesca

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Language and Identity: Multilingual Immigrant Learners in South Africa, Saloshna Vandeyar and Theresa Catalano

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Digital Storytelling with English Language Learning Families, Stephanie Wessels and Guy Trainin

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Children’s voices about ‘return’ migration from the United States to Mexico: the 0.5 generation, Víctor Zúñiga and Edmund T. Hamann

2019

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Representation of unaccompanied migrant children from Central America in the United States: Media vs. migrant perspectives, Theresa Catalano and Jessica Mitchell-McCollough

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“I Felt Valued”: Multilingual Microteachings and the Development of Teacher Agency in a Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, and Hadi Pir

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“Taking the Shackles off”: Metaphor and Metonymy of Migrant Children and Border Officials in the U.S., Theresa Catalano and Andreas Musolff

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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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Quando o dinheiro fala mais alto: privatização, formação de professores e imaginários sociais conflitantes nas escolas dos Estados Unidos, Lauren Gatti and Theresa Catalano

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Delineating a Regional Education Research Agenda, Edmund T. Hamann

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The Paradoxical Implications of Deported American Students, Edmund T. Hamann and Jessica Mitchell-McCollough

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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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Motivation to teach: The differences between faculty in schools of education and K-12 teachers, Nancy L. Leech, Kara Mitchell Viesca, and Carolyn A. Haug

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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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Supporting representation-rich problem-solving in high school physics, Lyrica Luca and Elizabeth B. Lewis

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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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Literacy Access through Storytime: An Ethnographic Study of Public Library Storytellers in a Low-Income Neighborhood, Tiffany Y. Young, Loukia K. Sarroub, and Wayne A. Babchuk

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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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Developing multilingual pedagogies and research through language study and reflection, Theresa Catalano, Madhur Shende, and Emily K. Suh

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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, Wendy 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 Mitchell Viesca

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Teacher Identity, Jenelle Reeves

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Teacher identity work in neoliberal schooling spaces, Jenelle Reeves

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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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The Complexity of Learning to Teach News Media in Social Studies Education, Mardi Schmeichel, Jim Garrett, Rachel Ranschaert, Joseph McAnulty, Shannon Thompson, Sonia Janis, Christopher Clark, Stephanie Yagata, and Briana Bivens

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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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Interpreting Early Career Trajectories, Joan Barnatt, Dianna Gahlsdorf Terrell, Lisa Andries D’Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, Patrick J. McQuillan, and Karen Shakman

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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