Citations (16)
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Read on this site (3)
Emily R. Crawford & Sarah L. Hairston. (2022) (Mis)Recognizing Undocumented Students & Families in a Rural School. Leadership and Policy in Schools 21:3, pages 635-656.
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Kristina F. Brezicha & Chandler Patton Miranda. (2022) Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students’ Feelings of Belonging. Equity & Excellence in Education 55:1-2, pages 133-147.
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Sarah L. Hairston & Emily R. Crawford. (2021) An Educator’s Excess of Language Around Latinx Students of Uncertain Legal Status: Creating Visibility or Invisibility?. Educational Studies 57:4, pages 409-428.
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Articles from other publishers (13)
Travis J. Bristol, Makaela E. Jones & James Noonan. (2024) Mixed Messages and Diversity Management: Misalignment between District Intention and Action Aimed at Hiring Teachers of Color. American Journal of Education, pages 000-000.
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Caroline Bartlett, Rebecca Callahan & Madeline Mavrogordato. (2024) Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners. Educational Administration Quarterly 60:2, pages 151-190.
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Chandler Patton Miranda & Kristina Brezicha. (2023) “I am not Your English Teacher”: Leadership for Addressing Xenophobia and Racism in the Wake of Demographic Change. Journal of Cases in Educational Leadership 27:1, pages 47-58.
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Kristina F Brezicha & Audrey J Leroux. (2022) Examining the association between feeling excluded at school and political trust in four Nordic countries. Education, Citizenship and Social Justice 18:3, pages 364-381.
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Rebecca M. Callahan, Lei Jiang & Anne-Marie Núñez. (2022) EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways. Educational Policy 37:5, pages 1467-1505.
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Megan Hopkins, Hayley Weddle, Melissa Castillo, Jessica Costa, Katherine Edwards, Sandra Elliot, Leslie Gautsch, Rebecca Lowenhaupt & Veronica Salas. (2022) Upholding Multilingual Learners’ Civil Rights under ESSA: State Education Agency Leaders and the Contextual Factors Shaping Their Work. American Journal of Education 128:4, pages 591-616.
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Lyndsie Marie Schultz. (2020) Geography of the Midwestern Multilingual Student: the Possibility of Upward Mobility. Journal of International Migration and Integration 22:2, pages 473-502.
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Paul Cairney & Sean Kippin. (2022) The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking. Open Research Europe 1, pages 78.
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Paul Cairney & Sean Kippin. (2021) The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking. Open Research Europe 1, pages 78.
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Megan Hopkins, Maxie Gluckman & Tara Vahdani. (2019) Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction. American Educational Research Journal 56:6, pages 2295-2332.
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Catherine Dunn Shiffman. (2018) Supporting Immigrant Families and Rural Schools: The Boundary-Spanning Possibilities of an Adult ESL Program. Educational Administration Quarterly 55:4, pages 537-570.
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Sarah L. Hairston, Emily R. Crawford & Warapark Maitreephun. 2019. Educational Leadership of Immigrants. Educational Leadership of Immigrants
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Lisa M. Dorner, Emily R. Crawford, Joel Jennings, J. S. Onésimo Sandoval & Emily Hager. (2017) I Think Immigrants “Kind of Fall Into Two Camps”: Boundary Work by U.S.-Born Community Members in St. Louis, Missouri. Educational Policy 31:6, pages 921-947.
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