Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements von Leider, Christine Montecillo, Tigert, Johanna, Norova, Nasiba

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Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students von Tigert, Johanna M., Leider, Christine Montecillo

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How Critical Is Critical Enough: Forefronting Critical Consciousness When Engaging in Critical Online Reasoning and Evaluation (CORE) von Dobbs, Christina L, Forzani, Elena, Leider, Christine Montecillo

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“Just for the Sake of Giving It:” An Exploration of Elementary Teachers’ Beliefs About Homework Practices von Dobbs, Christina L., Leider, Christine Montecillo, Bempechat, Janine, Jimenez-Silva, Margarita

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Being “Diverse” in the Midst of a Pandemic and Protests: Understanding Misalignments between Institutional and Individual Values for Women of Color Academics von Leider, Christine Montecillo, Dobbs, Christina L.

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The perils of notional membership during a pandemic von Dobbs, Christina L., Leider, Christine Montecillo

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CORE PRACTICES FOR TEACHING MULTILINGUAL STUDENTS: HUMANIZING PEDAGOGIES FOR EQUITY By Megan Madigan Peercy, Johanna M. Tigert, and Daisy E. Fredricks Teachers College Press. ISBN... von Leider, Christine Montecillo, Emmons, Elizabeth

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CORE PRACTICES FOR TEACHING MULTILINGUAL STUDENTS : HUMANIZING PEDAGOGIES FOR EQUITY  By Megan MadiganPeercy, Johanna M.Tigert, and Daisy E.FredricksTeachers College Press. ISBN 97... von Leider, Christine Montecillo, Emmons, Elizabeth

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“I still think that standard English is important”: Secondary ELA teachers' complex beliefs about foundational language for writing von Dobbs, Christina L., Leider, Christine Montecillo

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Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els? von Leider, Christine Montecillo, Colombo, Michaela, Nerlino, Erin

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Are we language teacher educators? Using linguistic cartography to support teacher identity development around language von Leider, Christine Montecillo, Dobbs, Christina L., Galloway, Emily Phillips

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English language development specialists' views on emergency remote teaching von Leider, Christine Montecillo, Tigert, Johanna M.

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All Over the Map: State-Level Guidance for English Learners With Disabilities von Baker, Diana, Leider, Christine Montecillo, Kim, Hyejung, Rinaldi, Claudia, Garcia, Patricia

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The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school von Proctor, C. Patrick, Silverman, Rebecca D., Harring, Jeffrey R., Montecillo, Christine

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Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences von Dearing, Eric, Casey, Beth M., Ganley, Colleen M., Tillinger, Miriam, Laski, Elida, Montecillo, Christine

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Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies Effectively Prepare Teachers of ELs? von Leider, Christine Montecillo, Colombo, Michaela W, Nerlino, Erin

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Positioning teachers, positioning learners: Why we should stop using the term English learners von Colombo, Michaela, Tigert, Johanna M., Leider, Christine Montecillo

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Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk von Ahmed, Aram Ali, Montecillo Leider, Christine

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Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school von Leider, Christine Montecillo, Proctor, C. Patrick, Silverman, Rebecca D., Harring, Jeffrey R.

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Erratum to: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school von Proctor, C. Patrick, Silverman, Rebecca D., Harring, Jeffrey R., Montecillo, Christine

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