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 paper uses systems theory and force field analysis to evaluate the potential for combining special education with America 2000 national educational strategy and goals.

This paper examines proposals to integrate regular and special education.

Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series of three mathematics projects aimed at investigating food insecurity as a social (in)justice issue using geometry.

This paper discusses the application of a care orientation to special education service delivery and administrative practice.

This article argues that whole district reform is possible in ways that increased student achievement results on standardized tests across two districts.

This article discusses how textbooks can influence the classroom as a political space, using the example of the "Consorcio Clavijero" program, which offers Mexican professionals the opportunity to enter bilingual contexts in the U.S. as interns and classroom teachers.

This article draws on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities.

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 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.

This article is a commentary examining the state of education during the global pandemic with an emphasis on curriculum and families.

This article investigates the organizational impact of computer technology on four secondary science teachers’ teaching actions using the construct of community of practice. Analysis of data reveals three social participation structures that collectively orchestrated students’ science content learning: (1) students’ membership, (2) access to the structured tasks, and (3) confirmation of students’ learning of science concepts.

Presentation highlighting how to use inquiry-based practices in the classroom. It was presented at the National Association for Bilingual Education Conference held in 2017.

Presentation sharing strategies for developing academic vocabular in Spanish and English through movement. It was presented at the Texas Association for Bilingual Education Conference held in 2018.

This article uses nationally representative data from the Early Chlidhood Longitudinal Study--Birth Cohort used to examine child care experiences with repreated cross-sectional analysis at 9, 24, and 52 months for dual language learner and non-dual language learner children.

Presentation examining the factors influencing the growing demand for bilingual teachers in the United States, but it also highlights the ongoing shortage of bilingual teachers. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.

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.

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 explores the theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems.

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 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 highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts.

Article identifying predictors of parent's portable technology adoption to support children's reading development in the home by applying the Unified Theory of Acceptance and Use of Technology to informal elementary education.

This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary.