Citations (24)
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Daijiazi Tang, Miao Li & David T. Crowther. (2023) What matters? A case study of elementary english language learners in STEM education. Research in Science & Technological Education 41:3, pages 819-837.
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David Baidoo-Anu, Kenneth Gyamerah, Inuusah Mahama & Ernest Ofori-Sasu. (2023) Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity (Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12). Culture and Education 0:0, pages 1-38.
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Laura Ascenzi-Moreno. (2016) An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs. Literacy Research and Instruction 55:4, pages 285-308.
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Cynthia C. Minchew Deaton, Benjamin Deaton & Thomas Koballa. (2014) Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice. Action in Teacher Education 36:3, pages 211-233.
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SandraE. Gandy. (2013) Informal Reading Inventories and ELL Students. Reading & Writing Quarterly 29:3, pages 271-287.
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NinaL. Nilsson. (2013) Introduction to Using Informal Reading Inventories in Research and Practice. Reading & Writing Quarterly 29:3, pages 203-207.
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Gary Woolley. (2010) Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention. Australian Journal of Learning Difficulties 15:1, pages 81-98.
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Articles from other publishers (17)
Lelia Murtagh & Ailsa Seoighe. (2022) Educational psychological provision in Irish‐medium primary schools in indigenous Irish language speaking communities (Gaeltacht): Views of teachers and educational psychologists. British Journal of Educational Psychology 92:4, pages 1278-1294.
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Kevin Russel Magill. 2022. Research Anthology on Applied Linguistics and Language Practices. Research Anthology on Applied Linguistics and Language Practices
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John Marc Goodrich, Natalie A. Koziol & HyeonJin Yoon. (2021) Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K. Early Childhood Research Quarterly 57, pages 89-101.
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Azucena Velasco Leon & Marilyn Campbell. (2020) Assessment of academic difficulties in culturally and linguistically diverse school students. Journal of Psychologists and Counsellors in Schools 30:1, pages 25-42.
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Soyoung Park. (2020) Demystifying Disproportionality: Exploring Educator Beliefs about Special Education Referrals for English Learners. Teachers College Record: The Voice of Scholarship in Education 122:5, pages 1-40.
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Ilana M. Umansky, Rebecca M. Callahan & Jennifer C. Lee. (2020) Making the Invisible Visible: Identifying and Interrogating Ethnic Differences in English Learner Reclassification. American Journal of Education 126:3, pages 335-388.
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Kevin Russel Magill. 2019. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
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Kim Fong Poon-Mcbrayer. 2019. Equity in Excellence. Equity in Excellence
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Nurdan KAVAKLI & İsmail Hakkı MİRİCİ. (2018) The Utilization of the European Standards for Defining Educational Assessment: Teacher-Tester Attributes and Directors’ ControlEğitsel Değerlendirmeyi Tanımlamada Avrupa Standartlarının Kullanımı: Öğretmen-Ölçen Yordamı ve Yönetici Kontrolü. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi:40, pages 171-190.
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Yinan Liu, Bong Gee Jang & Zaline Roy-Campbell. (2018) Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning. Computers & Education 127, pages 190-200.
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Damien C. Cormier, Okan Bulut, Deepak Singh, Kathleen E. Kennedy, Kun Wang, Alethea Heudes & Adam J. Lekwa. (2016) A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations. Journal of Psychoeducational Assessment 36:4, pages 337-353.
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Ilana M. Umansky, Karen D. Thompson & Guadalupe Díaz. (2017) Using an Ever–English Learner Framework to Examine Disproportionality in Special Education. Exceptional Children 84:1, pages 76-96.
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Garrett Sadowski, Rob O’Neill & Doug Bermingham. (2014) Assessment Practices of Multi-disciplinary School Team Members in Determining Special Education Services for English Language Learners. Multicultural Learning and Teaching 9:2, pages 121-141.
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Megan Elizabeth Rouse. (2014) Preparing the High School Classroom for Migrant English Language Learners. PROFILE Issues in Teachers' Professional Development 16:1, pages 199-206.
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Amy J Heineke, Elizabeth Coleman, Elizabeth Ferrell & Craig Kersemeier. (2012) Opening doors for bilingual students: Recommendations for building linguistically responsive schools. Improving Schools 15:2, pages 130-147.
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Gary WoolleyGary Woolley. 2011. Reading Comprehension. Reading Comprehension
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Shelly Chabon, Julie Esparza Brown & Christina Gildersleeve-Neumann. (2010) Ethics, Equity, and English-Language Learners: A Decision-Making Framework. The ASHA Leader 15:9, pages 10-13.
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