A Companion to Research in Teacher Education

(Tina Sui) #1

Bailey, A. L., Blackstock-Bernstein, A., & Heritage, M. H. (2015). At the intersection of
mathematics and language: Examining mathematical explanations of English proficient and
English language learner students.Journal of Mathematical Behavior, 40, 6 – 28.
Bailey, A. L., Hart, E., & Heritage, M. (2011, April).The dual roles of the linguistic and
mathematical features of pre-algebra explanations. Roundtable paper presented at the
American Educational Research Association Annual Conference, New Orleans, LA.
Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning.Assessment in Education:
Principles Policy and Practice, 5, 7 – 73.
California Department of Education. (2015).News release #15-69. Retrieved fromhttp://www.
cde.ca.gov/nr/ne/yr15/yr15rel69.asp.
Council of Chief State School Officers. (2012).Framework for English language proficiency
development standards corresponding to the common core state standards and the next
generation science standards. Washington, DC: CCSSO.
Flores, S. M., Batalova, J., & Fix, M. (2012).The educational trajectories of English language
learners in Texas. Washington, DC: The Migration Policy Institute.
Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005).Listening to teachers of English language
learners: A survey of California teachers’ challenges, experiences, and professional
development needs. UC Berkeley: University of California Linguistic Minority Research
Institute.
Halle, T., Hair, E., Wandner, L., McNamara, M., & Chien, N. (2012). Predictors and outcomes of
early versus later English language proficiency among English language learners.Early
Childhood Research Quarterly, 27(1), 1–20.
Heritage, M. (2014). The place of assessment to improve learning in a context of high
accountability. In C. Wyatt-Smith & V. Klenowski (Eds.),The enabling power of assessment
(pp. 337–354). New York, NY: Springer.
Heritage, M., Walqui, A., & Linquanti, R. (2015).English language learners and the new
standards: Developing language, content knowledge, and analytical practices in the
classroom. Cambridge, MA: Harvard Education Press.
How tofire up America. (2015, March 14).The Economist(p. 15).
National Center for Education Statistics. (2002). 1999 – 2000 schools and staffing survey: Overview
of the data for public, private, public charter and bureau of Indian affairs elementary and
secondary schools. Washington, DC: U.S. Department of Education, Office of Educational
Research and Improvement.
National Center for Education Statistics. (2013).NAEP data explorer. Available athttp://nces.ed.
gov/nationsreportcard/naepdata/dataset.aspx
National Center for Education Statistics. (2014). PISA data explorer. Available athttp://nces.ed.
gov/surveys/pisa/idepisa/
National Center for Education Statistics. (2015).The condition of education 2015(NCES
2015-144). Available athttp://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015144
Rubinstein-Avila, E., & Lee, E. H. (2014). Secondary teachers and English language learners
(ELLs): Attitudes, preparation and implications. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 87(5), 187–191.
Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English
language learners: Applying research to policy and practice for teacher effectiveness.Center
for American Progress.
Slama, R. B. (2012). A longitudinal analysis of academic English proficiency outcomes for
adolescent English language learners in the United States. Journal of Educational
Psychology, 104(2), 265.
Smith, L., Hill, M., Cowie, B., & Gilmore, A. (2014). In C. Wyatt-Smith & V. Klenowski (Eds.),
The enabling power of assessment(pp. 303–317). New York, NY: Springer.
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner
students in bilingual, dual immersion, and English immersion classrooms. American
Educational Research Journal, 51(5), 879–912.


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