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Article
A Latina science teacher becoming a dialogic educator: “I’m okay being hated because somebody has to be strong”
This is a single-case study of Teresa, a Latina secondary science teacher, who reflected on her experiences with her Latinx bilingual immigrant students and families and other science educators in a dialogic s...
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Chapter
Curriculum in Motion for English Language Learners in Science: Teachers Supporting Newcomer Unaccompanied Youth
This chapter aims at providing a dynamic pedagogical and instructional framework incorporating classroom practices for serving newcomer unaccompanied youth. This framework is the result of a collaborative appr...
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Chapter
A Design-Based Model of Teacher Professional Learning in the LISELL-B Project
The Language-rich Inquiry Science with English Language Learners through Biotechnology (LISELL-B) project is the latest iteration of an ongoing design-based research project to develop, test, and refine a teac...
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Article
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners tea...
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Chapter
Science, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry
In this chapter, we propose a new framework for collaborative science education with English language learners based on bringing together three educational components: (a) engaging students, parents, and teach...
