Citations (29)
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Kira J. Carbonneau, Yuliya Ardasheva, Lindsay Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison & Steven J. Morrison. (2023) Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students. Teaching Education 34:3, pages 247-264.
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Emanuele Fedeli & Moris Triventi. (2023) Immigrant proportion and ethno-linguistic diversity in the classroom: consequences for children’s well-being, social integration, and academic competencies. Journal of Ethnic and Migration Studies 0:0, pages 1-22.
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Gabrielle Flockton & Clare Cunningham. (2021) Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English. Journal of Education for Teaching 47:2, pages 220-233.
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Paula Elosua & Paul De Boeck. (2020) Educational assessment issues in linguistically diverse contexts: a case study using a generalised linear mixed model. Language, Culture and Curriculum 33:3, pages 305-318.
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Megan Madigan Peercy, Tabitha Kidwell, Megan DeStefano Lawyer, Johanna Tigert, Daisy Fredricks, Karen Feagin & Megan Stump. (2020) Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts. Action in Teacher Education 42:3, pages 212-233.
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Thomas W. Farmer, Jill V. Hamm, Molly Dawes, Katherine Barko-Alva & Jennifer Riedl Cross. (2019) Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management. Educational Psychologist 54:4, pages 286-305.
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Margarita Jimenez-Silva, Laura Gomez & Jesus Cisneros. (2014) Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners. Journal of Latinos and Education 13:3, pages 181-195.
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Oscar Jiménez-Castellanos, Jay Blanchard, Kim Atwill & Margarita Jiménez-Silva. (2014) Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study. International Multilingual Research Journal 8:2, pages 104-123.
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Belinda
Bustos Flores, Cindy
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Robinson Smallwood, Swetha Chakravarthi, Linlin Li & Carol Jordan. (2010) Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model. Journal of Early Childhood Teacher Education 31:1, pages 20-36.
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Articles from other publishers (19)
Meral Güven, Betül Babayiğit, Demet Sever, Bilge Çam Aktaş, Buket Kip Kayabaş & Emine Aysın Şenel. (2023) What happens in 650 multicultural primary classrooms?: A critical incident technique. Teaching and Teacher Education 130, pages 104154.
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Johanna M. Tigert, Megan Madigan Peercy, Daisy Fredricks & Tabitha Kidwell. (2021) Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students. TESOL Quarterly 56:4, pages 1087-1111.
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Kabatas Mustafa. (2021) Duties of educators and administrators in adapting immigrant students to school. International Journal of Educational Administration and Policy Studies 13:1, pages 48-65.
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Jacqueline A. Specht. (2013) Mental Health in Schools. Canadian Journal of School Psychology 28:1, pages 43-55.
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Martin Scanlan & Francesca López. (2012) ¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students. Educational Administration Quarterly 48:4, pages 583-625.
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Eugene E. Garcia, Kerry Lawton & Eduardo H. Diniz De Figueiredo. (2012) The Education of English Language Learners in Arizona: A History of Underachievement. Teachers College Record: The Voice of Scholarship in Education 114:9, pages 1-18.
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