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Examining Arizona’s Policy Response PostFlores v. Arizonain Educating K–12 English Language Learners
16 references·9 citing·43 second hop
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References

  • 2000Students' Need for Belonging in the School Community2,495 cited
  • 2001Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework1,523 cited
  • 2002Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge1,520 cited
  • 2006Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.1,328 cited
  • 2017Developing Literacy in Second-Language Learners1,242 cited
  • 2002A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement1,193 cited
  • 2002Variation in Teacher Preparation863 cited
  • 2005Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.862 cited
  • 2006Educating English Language Learners742 cited
  • 1999Closing the Achievement Gap481 cited
  • 2018Educational Foundations456 cited
  • 2009Developing Literacy in Second-Language Learners369 cited
  • 2002Educational Leadership364 cited
  • 2004Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research331 cited
  • 2005

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The Political Spectacle of Arizona's Proposition 203
138 cited
  • 2012Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms123 cited
  • Cited by

    • 2017Preservice Teachers’ Developing Conceptions of Teaching English Learners61 cited
    • 2021Somos Escritoras/We Are Writers: Latina Mothers and Daughters Writing and Sharing “En Convivencia”15 cited
    • 2016An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites13 cited
    • 2020Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner Expenditures10 cited
    • 2017Wiping Away the “Veneer of Democracy” to Expose the School-Level Effects of Arizona’s Language Policy7 cited
    • 2020Dual language programs: Questions of access in the state of Arizona7 cited
    • 2022Castañeda’s third prong redux : the achievement of Arizona’s english language learners after proposition 2035 cited
    • 2017Writing the Threads of Our Lives: Stories from a Bilingual Family Writing Project2 cited
    • 2024The (il)legitimacy of Arizona’s English-only language policies: an analysis of legitimacy in language policy discourse1 cited