Teacher Education
Submissions from 2023
The Glen Project: A Transformational Ecology Model of School-based Universal Mental Health Development, Cheryl Bowen (McElvain)
Submissions from 2022
Critical Transformation: A Conceptual Framework for Examining the Impact of UCCE Programs on Latinx Catholic School Teachers, Antonio Felix, John Beltramo, Lisa Archuleta, Marie Rodrigues, and Mariajose Gomez
Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher’s Mathematics-related Personal Narratives, Kathleen Jablon Stoehr
The Power of Mothers and Teachers Engaging in a Mathematics Bilingual Collaboration, Kathleen Jablon Stoehr, Fany Salazar, and Marta Civil
Teaching Preservice Teachers in the Time of COVID: What’s Worth Keeping?, Kathy Liu Sun, Jennifer L. Ruef, Kathleen Jablon Stoehr, and Madeline Ahearn
Submissions from 2021
Spanish English Literacy: Critical Pedagogy, Positive Coping and Transformative Self-Identity, Sara Soledad Garcia
Elementary prospective teachers’ visions of moving beyond mathematics anxiety, Kathleen Jablon Stoehr and Amy M. Olson
Submissions from 2020
Grappling with ‘bigger questions’ of teaching: Engaging in critical reflection through participation in cogenerative dialogues, John L. Beltramo
From approximations of practice to transformative possibilities: Using Theatre of the Oppressed as rehearsals for facilitating critical teacher education, John L. Beltramo, Jamy Stillman, and Kathryn Struthers Ahmed
Providing opportunities for teacher candidates to understand power, privilege, and oppression, Belinda Edwards and Kathleen Jablon Stoehr
The Ethical Prerogative: Teacher as Social Agent Confronting the Pandemic, Sara Soledad Garcia
Estudio de factibilidad y modelo de implementación de un programa de química ambiental en una IES colombiana, Liliana Caycedo Lozano, Diana Marcela Trujillo Suárez, and Sara Soledad Garcia
Mathematics Teacher Educators’ Conceptualizations of Equity, Elizabeth Suazo-Flores, Kathleen Jablon Stoehr, and Anthony Fernandes
Submissions from 2019
From research to practice: Reading "struggle stories" boosts children's beliefs about own math ability, Charlotte Christensen, Kathleen Jablon Stoehr, and Amy M. Olson
Learning with and from immigrant mothers: implications for adult numeracy, Marta Civil, Kathleen Jablon Stoehr, and Fany Salazar
Experiencing Poverty in an Online Simulation: Effects on Players’ Beliefs, Attitudes and Behaviors about Poverty, Pedro Hernandez-Ramos, Christine M. Bachen, Chad Raphael, John Ifcher, and Michael Broghammer
From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety, Amy M. Olson and Kathleen Jablon Stoehr
‘You guys are bilingual aren’t you?’ Latinx educational leadership pathways in the New Latinx Diaspora, Katherine Rodela, Claudia Rodriguez-Mojica, and Alison Cochrun
“I Don’t Get It. I Need Help”: Emergent Bilinguals Seeking and Receiving Help From Peers in Language Arts, Claudia Rodriguez-Mojica
From the ground up: cultivating teacher educator knowledge from the situated knowledges of emerging, asset-oriented teacher educators, Jamy Stillman, Kathryn Struthers Ahmed, John L. Beltramo, Erika Catañeda-Flores, Veronica G. Garza, and Michelle Pyo
Exploring Freirean Culture Circles and Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators, Jamy Stillman and John L. Beltramo
Moments of mathematics anxiety in the elementary classroom, Kathleen Jablon Stoehr
Conversations between Preservice Teachers and Latina Mothers: An Avenue to Transformative Mathematics Teaching, Kathleen Jablon Stoehr and Marta Civil
A study of early career teachers’ understandings andpractices related to language during mathematics instruction, Erin E. Turner, Amy Roth McDuffie, Amanda T. Sugimoto, Julia Aguirre, Tonya Gau Bartell, Corey Drake, Mary Foote, Kathleen Jablon Stoehr, and Angela Witters
Submissions from 2018
Developing Mutual Accountability between Teachers and Students through Participation in Cogenerative Dialogues, John L. Beltramo
Advancing a Transactional Ecology Model of School-Based Positive Youth Development Programs for Children, Cheryl Bowen (McElvain)
From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates, Allison Briceño, Claudia Rodriguez-Mojica, and Eduardo Muñoz-Muñoz
Gutierrez y Muhs, Gabriella, ed. Word Images New Perspectives on Canícula and Other Works by Norma Elia Cantú, Sara Soledad Garcia
Instructional Supports: Facilitating or Constraining Emergent Bilinguals’ Production of Oral Explanations?, Claudia Rodriguez-Mojica
Sentence Stems That Support Reading Comprehension, Claudia Rodriguez-Mojica and Allison Briceño
Final Report on the Sanger-Firebaugh Long-Term English Learner Project, Karen Thompson and Claudia Rodriguez-Mojica
Submissions from 2017
¡Con Ganas! Fostering Latina Students’ Active Participation in Science Classrooms through Their Involvement in Cogenerative Dialogues, John L. Beltramo
Developing adaptive teaching practices through participation in cogenerative dialogues, John L. Beltramo
Una contribución a la interpretación sistémica de lo ambiental, a partir de la formación en química basada en la ética de sostenibilidad / An environmental contribution to a systemic interpretation of epistemological development in chemistry based on the ethics of sustainability, Sara Soledad Garcia, Liliana Caicedo Lozano, and Diana Marcela Trujillo Suárez
From Test Scores to Language Use: Emergent Bilinguals Using English to Accomplish Academic Tasks, Claudia Rodriguez-Mojica
Mathematics anxiety: One size does not fit all, Kathleen Jablon Stoehr
Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics, Kathleen Jablon Stoehr, Kathy Carter, and Amanda Sugimoto
Tessellation art, Kathleen Jablon Stoehr and Janet M. Liston
Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners, Amanda T. Sugimoto, Kathy Carter, and Kathleen Jablon Stoehr
A case study of dilemmas encountered when connecting middle school mathematics instruction to relevant real world examples, Amanda T. Sugimoto, Erin E. Turner, and Kathleen Jablon Stoehr
Submissions from 2016
How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?, Christine Bachen, Pedro F. Hernández-Ramos, Chad Raphael, and Amanda Waldron
Curiosité: Inquiry-based instruction and bilingual learning, Cheryl Bowen (McElvain) and Heidi A. Smith
Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy, Sara Soledad Garcia and Christina F. Garcia
La Responsabilidad Social, un Componente Esencial de la Formación en un Programa de Química Ambiental, Liliana Caycedo Lozano, Diana Marcela Trujillo Suárez, and Sara Soledad Garcia
In-service teachers narrative experiences of mathematics anxiety, Bernardita Peñafiel, Kathleen Jablon Stoehr, and Salomé Martínez
Learning to leverage students’ multiple mathematical knowledge bases in mathematics instruction, Eric E. Turner, Mary Q. Foote, Kathleen Jablon Stoehr, Amy Roth McDuffie, Julia Maria Aguirre, Tonya Gau Bartell, Corey Drake, Tonya Gau Bartell, and Corey Drake
Creating inequalities from real-world experiences, Eric Turner, Amanda T. Sugimoto, Kathleen Jablon Stoehr, and Erica Kurz
Early career elementary teachers’ practices & perceptions related to language & language learners, Erin Elizabeth Turner, Amy Roth McDuffie, Amanda Tori Sugimoto, Kathleen Jablon Stoehr, Angela Witters, Julia Aguirre, Tonya Bartell, Corey Drake, and Mary Q. Foote
Submissions from 2015
Civic play and civic gaps: Can life simulation games advance educational equity?, Christine Bachen, Pedro F. Hernández-Ramos, Chad Raphael, and Amanda Waldron
Why Should Students Want to Do a Close Reading?, John L. Beltramo and Jamy Stillman
The bridge project: Connecting home, school, and community for Mexican immigrant youth, Cheryl Bowen (McElvain)
The Bridge Project: Connecting home, school and the community, Cheryl Bowen (McElvain)
Spanish Language, Cultural Knowledge and Teachers’ Professional Development in an English-Only Environment, Sara Soledad Garcia
Building the wall brick by brick: One woman prospective teacher's experiences with mathematics anxiety, Kathleen Jablon Stoehr
Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective, Kathleen Jablon Stoehr
Can I teach mathematics? A study of preservice teachers’ self-efficacy and mathematics anxiety, Kathleen Jablon Stoehr and Amy M. Olson
One teacher’s understandings and practices for real-world connections in mathematics, Kathleen Jablon Stoehr, Erin Turner, and Amanda Tori Sugimoto
Submissions from 2014
The Experiences of Teacher-Assistant Principals in Catholic Elementary Schools: Boundary Spanners and Player Managers, J. Luciano Beltramo
Participatory Action and Drought as a Symbolic Context: The Case of Aldama Chihuahua, Mexico, Sara Soledad Garcia
Transnational Identity Through Corridos: The Rio Bravo as Contextual Space in the United States-Mexico Border, Sara Soledad Garcia
Submissions from 2013
Globalization standards: A comparison of U.S. and non-U.S. social studies curricula, John L. Beltramo and Julia C. Duncheon
Technology-enhanced project-based learning: Effects on historical thinking, Susan De La Paz and Pedro F. Hernández-Ramos
Classroom Qualities for English Language Learners in Language Arts Instruction: Technical Report, Claude Goldenberg, Rhoda Coleman, Leslie Reese, and Claudia Rodriguez-Mojica
Mathematical misconceptions of a different kind: Women preservice teachers’ working theories of mathematics teaching, Kathleen Jablon Stoehr and Kathy Carter
Submissions from 2012
Simulating REAL LIVES: Promoting global empathy and interest in learning through simulation games, Christine Bachen, Pedro F. Hernández-Ramos, and Chad Raphael
The Effect of Inquiry Learning on the Academic Achievement and Bilingual Verbal Cognition of Young Bilingual Students, Cheryl Bowen (McElvain) and Heidi A. Smith
Flow and cooperative learning in civic game play, Chad Raphael, Christine Bachen, and Pedro F. Hernández-Ramos
Positive turning points for girls in mathematics classrooms: Do they stand the test of time?, Kathleen Jablon Stoehr and Kathy Carter
Submissions from 2011
What's the Story? A Study of novice teachers' narrative understandings of classroom events, Kathy Carter and Kathleen Jablon Stoehr
Girls vs. boys in mathematics: Test scores provide one interpretation girls narratives suggest a different story, Kathleen Jablon Stoehr
Submissions from 2010
Transactional literature circles and the reading comprehension of at-risk English learners in the mainstream classroom, Cheryl Bowen (McElvain)
Delgadina: From Romance to Corrido on the US-Mexico Border, Sara Soledad Garcia
Review of the book Rethinking education in the age of technology. The digital revolution and schooling in America, Pedro F. Hernández-Ramos
Submissions from 2009
Empowering Teachers as Environmentally Literate: Ethical Considerations, Sara Soledad Garcia
Learning history in middle school by designing multimedia in a project-based learning experience, Pedro F. Hernández-Ramos and Susan De La Paz
Submissions from 2008
Spanish-English or English-Spanish in California: The Dialectics of Language in Sociocultural Historical Context, Sara Soledad Garcia
In absentia: Designing for social learning, Pedro F. Hernández-Ramos and Geoffrey C. Bowker
Submissions from 2007
Delgadina en la Frontera, Sara Soledad Garcia
Delgadina: un imaginario colectivo sin fronteras (Delgadina: a collective imaginary without borders), Sara Soledad Garcia
Memoria de mis tristes putas Gabriel Garcia Marquez, Sara Soledad Garcia
Un Proyecto de Educacion Ambiental en Torno a la Sequia en Chihuahua: Proceso, Resultados y Aplicaciones Ulteriores (An Environmental Education Project in the Context of Drought in Chihuahua: Process, Results and Ulterior Applications), Sara Soledad Garcia, V. Reyes, and P. Ocha Tovar
Aim, shoot, ready! Future teachers learn to ‘do’ video, Pedro F. Hernández-Ramos
Designing the online collaboratory for the Global Social Benefit Incubator, Pedro F. Hernández-Ramos, James L. Koch, Albert Bruno, and Eric Carlson
Submissions from 2006
Bilingualism, Cultural Transmutation, and Fields of Coexistence: California's Spanish Language Legacy, Sara Soledad Garcia
How Does Educational Technology Benefit Humanity? Five Years of Evidence, Pedro F. Hernández-Ramos
Submissions from 2005
Transactional Literature Circles and the Reading Comprehension of At-Risk English Learners in the Mainstream Classroom, Cheryl Bowen (McElvain)
If not here, where? Understanding teachers’ use of technology in Silicon Valley schools, Pedro F. Hernández-Ramos
Submissions from 2004
Computers, the internet, and cheating among secondary school students: Some implications for educators, Stacey Conradson and Pedro F. Hernández-Ramos
Multimedia environments in mathematics teacher education: Preparing regular and special educators for inclusive classrooms, Susan De La Paz, Pedro F. Hernández-Ramos, and Linda Barron
Web logs and online discussions as tools to promote reflective practice, Pedro F. Hernández-Ramos
Situating teacher education: From the university classroom to the real classroom, Pedro F. Hernández-Ramos and Carol Ann Giancarlo
Submissions from 2000
Education and Ambiguous Borders in Mexican Corridos Thriving in the United States, Sara Soledad Garcia
El auge de la literatura infantil bilingue: consideraciones criticas de accion participativa. (The surge of children’s bilingual literature: critical perspectives of participatory action), Sara Soledad Garcia
Submissions from 1999
Assessing the Role of Gender in College Students' Evaluation of Faculty, Sara Soledad Garcia, Christine Bachen, and M. McLoughlin
Submissions from 1998
Canicula: Snapshots of a Girl en la Frontera Norma Cantu, Sara Soledad Garcia
Romancero General de Cuba, Beatriz Mariscal, El Colegio de Mexico, Sara Soledad Garcia
Submissions from 1997
El Triunfo del Amor: Selecciones de poesia amorosa de-y para-la comunidad, Sara Soledad Garcia
Escenas..Como De Pelicula Vieja Araceli Collazo Mapa, Sara Soledad Garcia
Self Narrative and the Process of Inquiry in Teacher Development: Living and Working in Just Institutions, Sara Soledad Garcia
