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Read on this site (8)
Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Cindy Guerrero, Wenhong Guo, Nahed Abdelrahman & Jiniva Serrano. (2020) Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal 15:1, pages 18-39.
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Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Cindy Guerrero, Shifang Tang & Kara L. Sutton-Jones. (2019) The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies 45:5, pages 533-553.
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Thomas R. Tretter, Yuliya Ardasheva, Judith A. Morrison & Anna Karin Roo. (2019) Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction. International Journal of Science Education 41:8, pages 1015-1037.
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Tiberio Garza, Margarita Huerta, Fuhui Tong, Rafael Lara-Alecio & Beverly J. Irby. (2019) A survival analysis of a language-infused science inquiry intervention for English learners. The Journal of Educational Research 112:3, pages 377-384.
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Julie K. Jackson, Margarita Huerta, Tiberio Garza & Rose Narvaez. (2019) Examining the Effects of a Professional Development Initiative on English Learning and Economically Disadvantaged Adolescents’ Scores on a High-Stakes Science Test. Journal of Science Teacher Education 30:2, pages 122-143.
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Tiberio Garza, Margarita Huerta, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2018) Pedagogical differences during a science and language intervention for English language learners. The Journal of Educational Research 111:4, pages 487-496.
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Karl G. Jung & Julie C. Brown. (2016) Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports. Journal of Science Teacher Education 27:8, pages 847-872.
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Alexander Harris Jones. (2016) The discourse of language learning strategies: towards an inclusive approach. International Journal of Inclusive Education 20:8, pages 855-870.
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Articles from other publishers (12)
Allison M. Esparza, Kenneth FlemingJr.Jr., Henan Zhang, Huiwen Pang, Cindy Guerrero, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2023) Investigating teachers’ use of literacy-infused science strategies: A mixed methods study. Discover Education 2:1.
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Kathy L. Malone. (2023) The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners. Science Education 107:5, pages 1269-1301.
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Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Cindy Guerrero, Shifang Tang, Kara L. Sutton-Jones & Steven M. Ross. (2023) Designing and evaluating complex educational research to meet federal grant requirement: A demonstration of a funded large-scale protocol. Evaluation and Program Planning 97, pages 102262.
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Joseph A. Taylor, Susan M. Kowalski, Karen M. Askinas & Kathryn Watson. (2023) Analyzing funding patterns in science education research: Establishing a baseline for improved monitoring of research to advance science education. Social Sciences & Humanities Open 7:1, pages 100445.
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Nahed Abdelrahman, Beverly J. Irby, Rafael Lara-Alecio, Fuhui Tong & Hamada Elfarargy. (2022) Teachers of English learners: perceived motivators to becoming principals of high-needs schools. Journal of Educational Administration 60:6, pages 597-613.
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Zenaida Aguirre‐Muñoz, Michelle Pantoya, Magdalena Pando & Elias S. Loria Garro. (2021) Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. Journal of Engineering Education 110:3, pages 517-544.
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Camillia Matuk, Talia Hurwich, Amy Spiegel & Judy Diamond. (2019) How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms?. Research in Science Education 51:3, pages 685-732.
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Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
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Yen-Ruey Kuo, Hsiao-Lin Tuan & Chi-Chin Chin. (2018) The Influence of Inquiry-Based Teaching on Male and Female Students’ Motivation and Engagement. Research in Science Education 50:2, pages 549-572.
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Tiberio Garza, Margarita Huerta, Tracy G. Spies, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2017) Science Classroom Interactions and Academic Language Use with English Learners. International Journal of Science and Mathematics Education 16:8, pages 1499-1519.
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Rafael Lara-Alecio, Beverly Irby, Fuhui Tong, Cindy Guerrero, Janice Koch & Kara Sutton-Jones. (2018) Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students. Education Sciences 8:1, pages 27.
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Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Shifang Tang, Cindy Guerrero, Zhuoying Wang & Fubiao Zhen. (2021) Investigating the Impact of Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. SSRN Electronic Journal.
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