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Maria R. Coady, Nidza V. Marichal & Huseyin Uysal. (2023) Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students. Peabody Journal of Education 98:4, pages 364-379.
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Bogum Yoon. (2023) Classroom Study of Teacher Collaboration for Multilingual Learners: Implications for Teacher Education Programs. Action in Teacher Education 45:2, pages 124-141.
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Kelly M. Moser & Tianlan Wei. (2023) Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a Post-Pandemic Era. The New Educator 19:1, pages 1-32.
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Articles from other publishers (19)
Mostafa Nazari & Khazar Molana. (2022) “Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor. TESOL Quarterly 57:4, pages 1226-1255.
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Allison Roda, Andrea Honigsfeld & Christine Daniels. (2023) Intermixing Social Justice and Race-Neutral Leadership Approaches: A Critical Content Analysis of Doctoral Students’ Literature Reviews. Journal of Higher Education Policy And Leadership Studies 4:3, pages 8-27.
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Indika Liyanage & Tony Walker. (2023) English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC). Educational Research for Policy and Practice.
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James Coda. (2023) Learning the rules and then disrupting them: LGBQ Spanish language teachers’ resistance to heteronormativity. Teaching and Teacher Education 122, pages 103980.
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Mostafa Nazari, Peter I. De Costa & Sedigheh Karimpour. (2023) The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research, pages 136216882211434.
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Fangfang Ding, Xingyu Liu, Alaa Amin Abdalla, Muhammad Latif Khan & Fouzia Akram. (2022) The link between English foreign language teacher’s professional identity and their critical thinking that leads to teacher’s success in the Chinese context: Leaders motivational language as a moderator. Frontiers in Psychology 13.
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Dongmin Ma. (2022) The Role of Motivation and Commitment in Teachers’ Professional Identity. Frontiers in Psychology 13.
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Raziyeh Fallah, Azizeh Chalak & Hossein Heidari Tabrizi. (2021) RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL IDENTITY IN ONLINE CLASSES. Problems of Education in the 21st Century 79:6, pages 858-879.
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Margaret Vaughn, Amanda Wall, Roya Qualls Scales, Seth A. Parsons & Vera Sotirovska. (2021) Teacher visioning: A systematic review of the literature. Teaching and Teacher Education 108, pages 103502.
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Mark Preston S. Lopez. (2021) Exploring linguistically responsive teaching for English learners in rural, elementary classrooms: From theory to practice. Language Teaching Research, pages 136216882110510.
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Kelly Moser & Tianlan Wei. (2021) COVID-19 and the pre-existing language teacher supply crisis. Language Teaching Research, pages 136216882110402.
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Kristin H. Javorsky & Kelly M. Moser. (2020) The Impact of Exploratory French Instruction on Child and Family Attitudes and Aptitudes for Learning World Languages in Preschool. Early Childhood Education Journal 49:4, pages 739-750.
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James E. Coda. 2021. Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning. Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning
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Maria R. Coady. (2020) Rural English Learner Education: A Review of Research and Call for a National Agenda. Educational Researcher 49:7, pages 524-532.
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Cornelia V. Okraski & Stephanie M. Madison. (2020) Pueblo Pequeño, Infierno Grande: Shifting the burden of Latinx Spanish teacher retention in the rural South. Foreign Language Annals 53:3, pages 594-612.
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Ronald Fuentes. (2020) Transnational Sri Lankan Sinhalese family language policy: Challenges and contradictions at play in two families in the U.S.. Multilingua 39:4, pages 475-498.
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Feifei Fan & Ester J. de Jong. (2019) Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study. TESOL Journal 10:4.
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Andrea Honigsfeld & Maria G. Dove. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12
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Kelly Moser, Daina Zhu, Ha Nguyen & Emily Williams. (2018) Teaching English Language Learners. International Journal of Teacher Education and Professional Development 1:1, pages 58-75.
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