Presentation highlighting Project SUCCESS in Language and Literacy Instruction which is a Title III National Professional Development Program at the University of North Texas funded by the U. S. Department of Education. The project is directed by the Bilingual Teacher Education Program of the University of North Texas. UNT works in partnership with Carrollton-Farmers Branch ISD, Region 10 ESC, the Latino Family Literacy Project, and the Intercultural Development Research Association for this project. The goals of the project are to prepare bilingual and ESL pre-service teachers, to provide professional development for in service teachers to improve their instruction for English Learners (ELs) and to engage teachers with families and communities. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.

This article used Latent Class Analysis (LCA) to find that mathematics efficacy groups of preservice teachers vary based on where they were in their academic program.

This article uses a qualitative, multi-case study research design to gain insight into the perceptions and experiences of special education teachers and administrators.

Article describes how, nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, the authors draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit.

Policy brief sharing research for the potential for teacher-principal ethnoracial matching to improve outcomes such as teacher satisfaction and retention rates.

This article examines the relationship of the qualification requirement of the No Child Left Behind Act to the goal of reducing the academic achievement gap.

This article describes a study of Kansas and Texas teachers' read-aloud choices to demonstrate the impact of this teaching strategy on children's acquisition of attitudes toward sex roles.

This article explores the authors' experience using an ethical framework to teach a course on disability law to graduate level education students.

This article reports the findings of a qualitative study that investigated professional learning network experiences through the analysis of survey data from 732 P-12 teachers.

Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.

This article describes a duoethnography of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives.

This article examines the quality of public schooling in primarily low socio-economic status (SES) areas of El Paso, Texas and reflects on the dismal realities established by the hegemonic social order.

This book chapter focuses on the use of ereaders as a learning tool to motivate and engage students, support content learning, and promote literacy development across content areas.

This article reviews literature on videoconferencing for global citizenship education and analyzes those efforts towards cosmopolitan citizenship.

This article discusses educators' use of professional learning networks and its impact on their teaching and student learning.

Presentation on a study that sought the voice of the bilingual teacher through their lived experiences in relation to the success of Hispanic emergent bilinguals in school. This inquiry sought to uncover what practices bilingual teachers use to support their students’ academic and socio-emotional needs. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.

This article focuses on the importance of contextualizing school policies by illuminating how one school rule, In-School-Suspension (ISS) disengages students from the learning process.