References
- Bakhtin, M. (1981). The dialogic imagination (Caryl Emerson & Michael Holquist, Trans.). Austin, TX: University of Texas Press.
- Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.gwu.edu/practice/mainstream_teachers.htm
- Barr, R., & Dreeben, R. (2012). How schools work. In J. H. Ballantine & J. Z. Spade (Eds.), Schools and society: A sociological approach to education (4th ed). Los Angeles, CA: Sage.
- Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice and leadership (4th ed.). San Francisco, CA: Jossey Bass.
- Brooks, K., Adams, S. R., & Morita-Mullaney, T. (2010). Creating inclusive learning communities for ELL students: Transforming school principals’ perspectives. Theory Into Practice, 49, 145–151. doi:10.1080/00405841003641501.
- Bunch, G. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298–341. doi:10.3102/0091732X12461772
- Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi:10.3102/0013189X032001009
- Cobb, P., & Jackson, K. (2011). Assessing the quality of the common core state standards for mathematics. Educational Researcher, 40(4), 183–185.
- Cobb, P., & Jackson, K. (2012). Analyzing educational policies: A learning design perspective. Journal of the Learning Sciences, 21(4), 487–521.
- Cobb, P., McClain, K., de Silva Lamberg, T., & Dean, C. (2003). Situating teachers’ instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13–24.
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Cummins, J. (2001). HER classic reprint: Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649–676. doi:10.17763/haer.71.4.j261357m62846812
- De Jong, E., Harper, C., & Coady, M. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory Into Practice, 52(2), 89–97. doi:10.1080/00405841.2013.770326
- Denzin, N. (1978). The research act: A theoretical introduction to sociological methods. New York, NY: McGraw-Hill.
- Echevarría, J. (2006). Helping English language learners succeed. Principal Leadership, 6(6), 16–21.
- Echevarria, J., Vogt, M., & Short, D. (2012). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn and Bacon.
- Eisenhart, M. (2001). Educational ethnography past, present, and future: Ideas to think with. Educational Researcher, 30(8), 16–27. doi:10.3102/0013189X030008016
- Elmore, R. F. (2004). School reform from the inside out. Cambridge, MA: Harvard Education Press.
- Elmore, R. F. (2006). What (So-Called) Low-Performing Schools Can Teach (So-Called) High-Performing Schools. Journal of Staff Development, 27(2), 43–45.
- Faltis, C., & Arias, B. (2013). Coming out of the ESL ghetto: Promising practices for Latino immigrant students and English learners in hypersegregated secondary schools. Journal of Border Educational Research, 6(2), 19–35.
- Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English learners. Santa Cruz, CA: Center for the Future of Teaching and Learning.
- Gitlin, A., Buendía, E., Crosland, K., & Doumbia, F. (2003). The production of margin and center: Welcoming–unwelcoming of immigrant students. American Educational Research Journal, 40(1), 91–122. doi:10.3102/00028312040001091
- Gutiérrez, K., Larson, J., & Kreuter, B. (1995). Cultural tensions in the scripted classroom: The value of the subjugated perspective. Urban Education, 29(4), 410–442. doi:10.1177/0042085995029004004
- Hamann, E., & Reeves, J. (2013). Interrupting the professional schism that allows less successful educational practices with ELLs to persist. Theory into Practice, 52, 81–88. doi: 10.1080/00405841.2013.770325.
- Harper, C., & De Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent and Adult Literacy, 48(2), 152–162. doi:10.1598/JAAL.48.2.6
- Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 137–151.
- Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76–97.
- Hoy, W. K., & Miskel, C. G. (2012). Educational administration: Theory, research, and practice, Ninth Ed. New York, NY: Random House Trade.
- Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
- Jackson, K., & Cobb, P. (2013). Coordinating professional development across contexts and role groups. In M. Evans (Ed.), Teacher education and pedagogy: Theory, policy and practice (pp. 80–99). Cambridge, MA: Cambridge University Press.
- Karabenick, S., & Noda, P. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55–75. doi:10.1080/15235882.2004.10162612
- Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598. doi:10.3102/0013189X10390804
- Kibler, A. K., Walqui, A., & Bunch, G. C. (2014). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. TESOL Journal, 6(1), 9–35. doi:10.1002/tesj.133
- Lee, J. S., & Oxelson, E. (2006). “It’s not my job”: K–12 teacher attitudes toward students’ heritage language maintenance. Bilingual Research Journal, 30(2), 453–477. doi:10.1080/15235882.2006.10162885
- LeTendre, G., Baker, D., Akiba, M., Goesling, B., & Wiseman, A. (2001). Teachers’ work: Institutional isomorphism and cultural variation in the U.S., Germany, and Japan. Educational Researcher, 30(6), 3–15. doi:10.3102/0013189X030006003
- Li, Guofang (2013): Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning. Theory Into Practice, 52(2), 136–143. http://dx.doi.org/10.1080/00405841.2013.770331
- Lipman, P. (2003). Chicago school policy: Regulating Black and Latino youth in the global city. Race, Ethnicity and Education, 6(4), 331–355. doi:10.1080/13613320320001463357
- Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (3rd ed., pp. 606–636). New York, NY: Routledge.
- Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Thousand Oaks, CA: Sage.
- Martin-Beltrán, M., & Peercy, M. (2012). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16(7), 657–673. doi:10.1080/13603116.2010.495791
- Moje, E. B., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In C. Lewis, P. Enciso, & E. B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15–48). Mahwah, NJ: Lawrence Erllbaum Associates, Inc.
- National Clearinghouse for English Language Acquisition. (2011). The growing numbers of English learner students. Retrieved from www.ncela.gwu.edu/files/uploads/9/growingLEP_0809.pdf
- Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (5th rev ed.). Boston, MA: Allyn & Bacon.
- Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol, UK: Multilingual matters.
- Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York, NY: The New Press.
- Patton, M. Q. (2002). Designing qualitative studies. Qualitative research and evaluation methods, 3, 230–246.
- Peercy, M. M., Ditter, M., & Destefano, M. (2016). “We Need More Consistency”: Negotiating the Division of Labor in ESOL–Mainstream Teacher Collaboration. TESOL Journal. Advanced Online Publication. doi: 10.1002/tesj.269.
- Penuel, W., Fishman, B., Cheng, B., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337. doi:10.3102/0013189X11421826
- Reyes, A. (2006). Reculturing principals as leaders for cultural and linguistic diversity. In K. Tellez & H. C. Waxman (Eds.), Preparing quality educators for English language learners: Research, policies, and practices (pp. 145–165). Mahwah, NJ: Lawrence Erlbaum.
- Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. doi:10.3102/0002831212463813
- Ruíz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education, 8(2), 15–34.
- Russell, F. (2012). A culture of collaboration: Meeting the instructional needs of adolescent English language learners. TESOL Journal, 3(3), 445–468. doi:10.1002/tesj.24
- Spradley, J. (1980). Participant observation. New York, NY: Holt, Rinehart, & Winston.
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
- Tarter, C. J., & Hoy, W. K. (2004). A systems approach to quality in elementary schools: A theoretical and empirical analysis. Journal of Educational Administration, 42(5), 539–554. doi:10.1108/09578230410554052
- Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646–688. Doi: 10.1177/0013161X11401616.
- Townsend, D., & Fu, D. (2001). Paw’s story: A Laotian refugee’s lonely entry into American literacy. Journal of Adolescent and Adult Literacy, 45(2), 104–114.
- Tung, R., Diez, V., Gagnon, L., Uriarte, M., Stazesky, P., de Los Reyes, E., & Bolomey, A. (2011). Learning from consistently high performing and improving schools for English language learners in Boston public schools. Gastón Institute Publications. Paper 155. Retrieved from http://scholarworks.umb.edu/gaston_pubs/155
- Tupa, M., & McFadden, L. (2009). Excellence is never an accident. Phi Delta Kappan, 90, 554–556. doi:10.1177/003172170909000805
- Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1–30.
- Valdés, G. (1998). The world outside and inside schools: Language and immigrant children. Educational Researcher, 27(6), 4–18. doi:10.3102/0013189X027006004
- Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teacher College Press.
- Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558.
- van Lier, L., & Walqui, A. (2012). Language and the common core state standards. Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, 94, 44–51.