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What English Language Learners Have to Say about NCLB Testing
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What English Language Learners Have to Say about NCLB Testing (2015)What English Language Learners Have to Sa…HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING (2013)HEIGHTENED TEST ANXIETY AMONG…Revolutionizing Education: Youth Participatory Action Research in Motion (2008)Revolutionizing Education: Yo…Learning a New Land (2008)Learning a New LandImmigrant students and literacy: reading, writing, and remembering (2008)Immigrant students and litera…English Learners Left Behind (2008)English Learners Left BehindCritical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation (2007)Critical Literacy and Urban Y…The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues (2004)The No Child Left Behind Act …Views from the Classroom: Teachers' Opinions of Statewide Testing Programs (2003)Views from the Classroom: Tea…Learning from experience: minority identities, multicultural struggles (2002)Learning from experience: min…Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research (2002)Critical Race Methodology: Co…A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement (2002)A National Study of School Ef…How Long Does It Take English Learners to Attain Proficiency (2000)How Long Does It Take English…Authentic Assessment for English Language Learners: Practical Approaches for Teachers (1997)Authentic Assessment for Engl…Qualitative Research Design: An Interactive Approach (1996)Qualitative Research Design: …Language and Symbolic Power. (1992)Language and Symbolic Power.Handbook of Theory and Research for the Sociology of Education. (1987)Handbook of Theory and Resear…A First Language: The Early Stages (1974)The Role of Primary Language Development in Promoting Educational Success for Language Minority Students (1981)Improving Schooling for Language-Minority Children: A Research Agenda (1998)The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension. (2006)Emergent Bilinguals and TESOL: What's in a Name? (2009)BICS and CALP: Empirical and Theoretical Status of the Distinction (2015)Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment1 (1981)Age and Rate of Acquisition of Second Language for Academic Purposes (1987)Language, Power And Pedagogy: Bilingual Children in the Crossfire (2000)Educating English Language Learners (2006)Rethinking monolingual instructional strategies in multilingual classrooms (2007)Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice (2007)Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color (1991)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)“So When It Comes Out, They Aren’t That Surprised That It Is There”: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education (2004)Toward a Tribal Critical Race Theory in Education (2005)Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates (2009)The Discovery of Grounded Theory (2017)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Social Capital: Prospects for a New Concept (2002)Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness (2007)Mirror, mirror on the wall: identifying processes of classroom assessment (2001)CALL Research Perspectives (2006)MODEL-MODEL PEMBELAJARAN INOVATIF (2007)Determining Validity in Qualitative Inquiry (2000)Techniques to Identify Themes (2003)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Science Education With English Language Learners: Synthesis and Research Agenda (2005)Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts (2005)Achieving Equity in Special Education: History, Status, and Current Challenges (2008)Regions and Powers:The Structure of International Security (2003)The Three Faces of Securitization: Political Agency, Audience and Context (2005)The Handbook of Journalism Studies (2009)Learning to Be Illegal (2011)Equity Issues in Parental and Community Involvement in Schools (2013)Children of immigration (2015)Contact Zones: Participation, Materiality, and the Messiness of Interaction (2011)A Model for Building School–Family–Community Partnerships: Principles and Process (2012)Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation (2017)
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References

  • 1987Handbook of Theory and Research for the Sociology of Education.15,142 cited
  • 1996Qualitative Research Design: An Interactive Approach11,576 cited
  • 1992Language and Symbolic Power.9,964 cited
  • 2002Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research4,246 cited
  • 2002A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement1,193 cited
  • 2008Revolutionizing Education: Youth Participatory Action Research in Motion842 cited
  • 2008Learning a New Land706 cited
  • 2000How Long Does It Take English Learners to Attain Proficiency542 cited
  • 2004The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues517 cited
  • 1997Authentic Assessment for English Language Learners: Practical Approaches for Teachers477 cited
  • 2007Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation403 cited
  • 2008English Learners Left Behind400 cited
  • 2002Learning from experience: minority identities, multicultural struggles346 cited
  • 2003Views from the Classroom: Teachers' Opinions of Statewide Testing Programs344 cited
  • 2008Immigrant students and literacy: reading, writing, and remembering

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278 cited
  • 2013HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING272 cited
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