Bustamante, R. M., Nelson, J. A., & Onwuegbuzie, A. J. (2009). Assessing schoolwide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793–827.
Byrd, C. & Chavous, T. (2011). Racial identity, school racial climate, and school intrinsic motivation among African American youth: The importance of person-context congruence. Journal of Research on Adolescence, 21(4), 849-860
Cooper, C. W., Hasan, A. L., & Riehl, C. J. (2010). Leading and learning with diverse families in schools: Critical epistemology amid communities of practice. Journal of School Leadership, 20(6), 758–788
Duarte, J. (2019). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2:2), 150-164. doi:10.1080/13670050.2016.1231774
González-Carriedo, R. (2014). Ideologies of the press in regard to English language learners: A case study of two newspapers in Arizona. Critical Inquiry in Language Studies, 11(2), 121-149. doi:10.1080/15427587.2014.906808
Gorski, P. C. (2010). The scholarship informing the practice: Multicultural teacher education philosophy and practice in the United States. International Journal of Multicultural Education, 12(2), 1–22.
Heineke, A. J. (2018). The invisible revolving door: the issue of teacher attrition in English language development classrooms in Arizona. Language Policy, 17(77). doi:https://doi.org/10.1007/s10993-016-9428-9
Jimenez-Silva, M., Gomez, L., & Cisneros, J. (2014). Examining Arizona’s policy response post Flores v. Arizona. Educating K–12 English Language Learners. Journal of Latinos and Education, 13(3), 181-195. doi:10.1080/15348431.2013.849600
Kim, J.I. & K.M. Viesca (2016). Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education, 55 (2016) 122e132.
King, R. & McInerney, D. (2014). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49(3), 175-198.
Kremin, L., Arredondo, M., Shih-Ju Hsu, L., Satterfield, T., & Kovelman, I. (2019). The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 22(2), 192-206. doi:10.1080/13670050.2016.1239692
Lillie, K. (2016). The lost generation: Students of Arizona's structured English immersion. International Journal of Bilingual Education and Bilingualism, 19(4), 408-425. doi:10.1080/13670050.2015.1006162
Martin, A. J., & Dowson, M. (2009). Interpersonal relationship, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365.
Martinez, A.N. Martinez, Valdez, C. & Cariaga, S. (2016.) Solidarity with the People: Organizing to Disrupt Teacher Alienation. Equity & Excellence in Education, 49(3), 300-313, DOI: 10.1080/10665684.2016.1194104
Rodriguez, K. L., Schwartz, J. L., Lahman, M. K. E., & Geist, M. R. (2011). Culturally responsive focus groups: Reframing the research experience to focus on participants. International Journal of Qualitative Methods, 10(4), 400–417.
Sampson, C. (2019). The state pulled a fast one on us: A critical policy analysis of state-level policies affecting English learners from district-level perspectives. Educational Policy, 33(1), 158–180. doi:https://doi.org/10.1177/0895904818807324
Thomas, M. H., Aletheiani, D. R., Carlson, D. L., & Ewbank, A. D. (2014). Keeping up the good fight: The said and unsaid in Flores v. Arizona. Policy Futures in Education, 12(2), 242–261. doi:https://doi.org/10.2304/pfie.2014.12.2.242
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