The Complex Terrain of Equity for Multilingual Learners in K–12 Education von Grapin, Scott E.

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Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021) von Grapin, Scott E.

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WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions von Grapin, Scott E., Lee, Okhee

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Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science von Grapin, Scott E., Llosa, Lorena

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The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches von Lee, Okhee, Grapin, Scott E.

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Multimodality in the New Content Standards Era: Implications for English Learners von GRAPIN, SCOTT

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Multilingual Learners' Epistemologies in Practice in the Context of Computational Modeling in an Elementary Science Classroom von Grapin, Scott E, Haas, Alison, Llosa, Lorena, Wendel, Daniel, Pierson, Ashlyn, Lee, Okhee

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Multimodal Tasks to Assess English Learners and Their Peers in Science von Grapin, Scott E., Llosa, Lorena

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Science education with multilingual learners: Equity as access and equity as transformation von Grapin, Scott E., Pierson, Ashlyn, González‐Howard, María, Ryu, Minjung, Fine, Caitlin, Vogel, Sara

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Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry von Grapin, Scott E., Llosa, Lorena, Haas, Alison, Lee, Okhee

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Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity von Grapin, Scott E., Ramos Borrego, Marisleydi, Navarro, Vijay Gallardo

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A disciplinary perspective on translanguaging von Pierson, Ashlyn E., Grapin, Scott E.

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Justice-Centered STEM Education With Multilingual Learners: Computational Modeling to Address COVID-19 Disparities von Grapin, Scott E., Dudek, Sharon, Lee, Okhee

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Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners von Grapin, Scott E., Plumley, Courtney, Banilower, Eric, Sterenberg Mahon, Alycia J., Craven, Laura, Malzahn, Kristen, Pasley, Joan, Schwenger, Abigail, Haas, Alison, Lee, Okhee

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Precision: Toward a meaning-centered view of language use with English learners in the content areas von Grapin, Scott E., Llosa, Lorena, Haas, Alison, Goggins, Marcelle, Lee, Okhee

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Assessment for English Learners von Llosa, Lorena, Grapin, Scott E., Haas, Alison

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Rethinking instructional strategies with English learners in the content areas von Grapin, Scott E., Llosa, Lorena, Haas, Alison, Lee, Okhee

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Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education von Grapin, Scott E., Haas, Alison, Llosa, Lorena, Lee, Okhee

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Computational Modeling With Multilingual Learners von Haas, Alison, Grapin, Scott E., Llosa, Lorena, Lee, Okhee

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Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework von Lee, Okhee, Grapin, Scott

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