Pour-Khorshid, F., Machado-Casas, M., Talati, K., Gomez, D., Castillo, G. (2020).  Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose. La Revista Tequio. 3(9), 25-48.

Esquinca, A., de la Piedra, M., & Herrera-Rocha, L.* (Conditional Acceptance). Engineering design in dual language: Teachers leveraging biliteracy to develop engineering disciplinary literacies

Araujo, B., de la Piedra & Esquinca, A. (Accepted). Translanguaging in Bilingual Teacher Preparation Courses: Conversations with Teacher Educators. Issues in Teacher Education.

de la Piedra, M., & Esquinca, A. (Accepted). Translanguaging and other forms of capital in DL education: Lessons from la frontera. In Transformative Translanguaging Espacios in Bilingual Education – US Latinx Bilingual Children Rompiendo Fronteras. M.T. Sánchez & O. García [Eds.]

Esquinca, A. & Herrera-Rocha, L.* Engineering Design in Dual Language Classroom. (Accepted). The literacies of design: Studies of equity and imagination with engineering and making. In The Literacies of Design: Studies of Equity and Imagination in Engineering and Making.

Esquinca, A. & Mejía, A. (In review). Latinx Engineering Students Designing Professional Identities: A Critical Multimodal Analysis

Wilson-Lopez, A., Tucker-Raymond, E., Esquinca, A. & Mejía, J.A. (In review). The literacies of design: Studies of equity and imagination with engineering and making. In The Literacies of Design: Studies of Equity and Imagination in Engineering and Making.

Di Stefano, M., Villanueva, I. & Esquinca, A. (Accepted). Reconceptualizing bilingual/dual-language teacher education to promote disciplinary biliteracies in STEM. Innovative Curricular and Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with P-12 Contexts. (working title). Aquino-Sterling, C.R., Gort, M and Bustos-Flores, B. (Eds.) 

Mein, E., Esquinca, A., Villa, E.Q., & Monarrez, A. (2021). The affordances and constraints of social networks among latina engineering students.  In Women of Color In STEM: Navigating the Double Bind in Higher Education B. Irby, N., Abdelrahman, B. Polnick & J. Ballenger [Eds.]  

Mein, E., Esquinca, A., Monárrez, A., & Saldaña, C. (2020). Building a pathway to engineering: The influence of family and teachers among Mexican-origin undergraduate engineering students. Journal of Hispanic Higher Education, 19(1), 37-51. https://doi.org/10.1177/1538192718772082

Villa, E., Esquinca, A., Hampton, E., & Muciño, H. (2020). "Is engineering for me?": Examining Latinas’ narratives of resilience and agency to confront enduring struggles and challenges in undergraduate engineering studies. Journal of Peace Psychology, 26(4), 403-413. 27% acceptance rate; Journal impact factor: 2.00

Esquinca, A. & Herrera-Rocha, L.* (2019). Latinx Persistence in and Beyond the Degree: Intersections of Gender and Ethnicity. Proceedings of the American Society of Engineering Education. Tampa, FL. 

Mejía, J.A., Ruiz, D.,* Popov, V. Esquinca, A., & Gadbois, D.* (2019). Asset-Based Practices in Engineering Design (APRENDE): Development of a Funds of Knowledge Approach for the Formation of Engineers. Proceedings of the American Society of Engineering Education. Tampa, FL. 

de la Piedra, M., Araujo, B, & Esquinca, A. (2018). Educating Across Borders: The Case of a Dual Language Program on the US-Mexico Border. University of Arizona Press.

Esquinca, A., de la Piedra, M., & Herrera-Rocha, L.* (2018). Hegemonic Language Practices in Engineering Design and Dual Language Education. AMAE Journal, 12(2), 44-68. doi:http://dx.doi.org/10.24974/amae.12.2.394. 19-30% acceptance rate

Esquinca, A., & Villa, E. Q. (2018). “You are leaders”: Mentoring Latino/a college students to act and talk like engineers. In T. T. Yuen, E. Bonner, & M. G. Arreguí (Eds.), (Under)Represented Latin@s in STEM: Increasing Participation Through Education and the Workplace (p. 207-217). New York, NY: Peter Lang Publishing.

Esquinca, A., Mein, E., Villa, E., & Monárrez, A.* (2017). Academic biliteracy in college: borderland undergraduate engineering students’ mobilization of semiotic resources. In D. Palfreyman and van der Walt, C. (Eds.). Academic biliteracies: Multilingual repertoires in higher education, (pp. 41-56). Clevedon, UK: Multilingual Matters.

Mein, E., & Esquinca, A. (2017). The role of bilingualism in shaping engineering literacies and identities. Theory into Practice, 56(4). 5% acceptance rate.

Villa, E., Wandermurem, L.*, Hampton, E., & Esquinca, A. (2016). Engineering Education through the Latina Lens. Journal of Education and Learning, 5(4). Google-based impact factor (2017): 2. 87.  

Esquinca, A. & Monárrez, A.* (2016). “They never taught us that”: Access to mathematics discourse practices among pre-engineering college students. Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.). (2016). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona. 

Esquinca, A., Villa, E., G., Hampton, E., Ceberio, M. & Wandermurem, L.* (2015). Latinas’ resilience and persistence in computer science and engineering: Preliminary findings of a qualitative study examining identity and agency. In Frontiers in Education Conference Proceedings (FIE), 2015 IEEE.

Esquinca, A., Araujo, B., & de la Piedra, M. (2014). Meaning making and translanguaging in a two-way dual-language program on the U.S.-Mexico border. Bilingual Research Journal, 37, 164–181. doi: 10.1080/15235882.2014.934970. 18% acceptance rate.

Mein, E., & Esquinca, A. (2014). Bilingualism as a resource in learning engineering on the U.S.–Mexico border. Action in Teacher Education, 36, 247-260. doi: 10.1080/01626620.2014.917366. 15-20% acceptance rate.

Esquinca, A., Mein, E., Villa, E., & Monárrez, A.* (2014). Bilingualism as a meaning-making resource for learning engineering. Proceedings of the IEEE Frontiers in Education Conference (FIE), p. 736-740.

Esquinca, A. (2013). Transfronteriza pre-service teachers managing, resisting and coping with the demands of mathematical discourse. International Journal of Qualitative Studies in Education, 26(3), 279-300. doi: 10.1080/09518398.2012.762474. 15% acceptance rate.

Lesser, L. M., Wagler, A., & Esquinca, A. (2013). Survey of native English speakers and Spanish-speaking English language learners in tertiary introductory statistics. Statistics Education Research Journal. 10% acceptance rate.

Esquinca, A. (2012). Tranfronterizos’ socialization into mathematical discourse: Capitalizing on language and cultural resources or caught between conflicting ideologies? International Journal of Bilingual Education and Bilingualism, 15(6), 669-686. doi: 10.1080/13670050.2012.699947. 30% acceptance rate.

Esquinca, A. (2012). The interplay between biliteracy and multimodality in the socialization experiences of pre-service teachers developing mathematical discourse. Multilingual Education 2(4), 1-20. doi: 10.1186/2191-5059-2-4. 50% acceptance rate.

Esquinca, A., Villa, E., & Gándara, G. (2012). Supporting Latino and English language learners’ written Communication Skills. Proceedings of the IEEE Frontiers in Education Conference (FIE).

Esquinca, A. (2011). Bilingual college writers’ collaborative writing of word problems Linguistics and Education, 22(2), 150-167. doi: 10.1016/j.linged.2010.12.006. 21% acceptance rate.

Esquinca, A. & Kosheleva, O. (2011). A Case Study of Pre-Service Teachers Writing Mathematics for Teaching in a Second Language, In: L.R. Wiest and T.D. Lamberg (Eds.). Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education PME-NA '2011, Reno, Nevada, October 20-23, 2011, pp. 1382-1390.

Esquinca, A. (2011). Prefacio. In A. Muro, F. Tedeschi, P. Arnal, L. Jaurrierta & M. Laveaga (Eds.), Raíces: Libro de preparación para el GED y estudios secundarios.

Esquinca, A., Delgado, E.*, Sekerci, L.*, & Rodríguez, G. (2010). Escribiendo danza folklórica mexicana: Resultados de un proyecto de investigación-acción de prácticas de la danza. Revista Interamericana de Educación de Adultos, 32(1), 80-97. 50% acceptance rate.

Esquinca, A. (2008). Biography of Ralph Yarborough. In J. Gonzalez (Ed.), Encyclopedia of bilingual education. Thousand Oaks, CA: SAGE.

Esquinca, A. (2008). Biography of Armando Rodriguez. In J. Gonzalez (Ed.), Encyclopedia of bilingual education. Thousand Oaks, CA: SAGE.

Esquinca, A. Yaden, D. & Rueda, R.  (2005). Current language proficiency assessments and their implications for preschool, English language learners. In Cohen, J., McAlister, K., Rolstad, K., & MacSwan, J. (Eds.). ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press. 

Yaden, D., Rueda, R., Tsai, T., & Esquinca, A. (2004) Issues in early childhood education for English learners: Language proficiency assessment, professional development, and the outcomes of early literacy intervention. In O. Saracho and B. Spodek (Eds.) Contemporary perspectives on language policy and literacy instruction in early childhood education (p. 215- 242). Charlotte, NC: Information Age Publishing.

Amastae, J., Dajlala, B., Diaz, X., Esquinca, A., Ochoa, S., Porter, P., et al. (1998). ∅ hablo:  El uso del sujeto en el español fronterizo. In Morúa Leyva, M.C. & López Cruz, G. (Eds.) Memorias del V Encuentro Internacional de Lingüística en el Noroeste. Hermosillo, México: Universidad de Sonora. 

Refereed Publications 

Journal Articles

2020

Espinoza, K., Machado-Casas, M., Martinez-Suarez, A. (2020) Disruption

Through Concientización: Using a Three Tier Approach to Family Engagement Through a VERDAD Framework In Keengwe, S., & Onchwari, G. (Eds)., (2020).  Handbook of Research on Bridging Family-Teacher Relationships for ELL and Immigrant Students. Pennsylvania: IGI  Global (Accepted for publication).

Garza, E., Espinoza, K., Machado-Casas, M., Schouten, B., Guerra, M. J. (2020).  Highly effective practices of three bilingual teacher preparation programs in US Hispanic Serving Institutions (HSIs).  Ehquidad International Welfare Policies and Social Work Journal, 14(2), 95-128.

Pour-Khorshid, F., Machado-Casas, M., Talati, K., Gomez, D., Castillo, G. (2020).  Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose. La Revista Tequio de la Uabjo. 3(9), 25-48.

Machado-Casas, M., Talati, K., Baron, Ana. (2020) STEM Access for Latina bilingual teacher candidates: Discrimination en la educación. How do informal programs motivate women to pursue STEM related fields. La Revista Tequio de la Uabjo, 3(9), 9-22 

2019

Pour-Khorshid, F., Machado-Casas, M., Talati, K., Gomez, D., Castillo, G. (2020).  Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose. La Revista Tequio de la Uabjo. 3(9), 25-48.

Maldonado, S. I., & Machado-Casas, M. (2019). Sustaining the sociopolitical spirit of bilingual education: Assessment practices and evaluative policies for students minoritized by national background and English-language proficiency. In S. Keengwe & G. Onchwari (Eds.) Handbook of research on assessment practices and pedagogical models for immigrant students (pp. 1-17). Hershey, PA: IGI Global.

2017 

Pérez-de-Guzmán , V., Rodríguez-Díez , J. L., Machado-Casas, M. (2017). Analysis of active aging through cineforum: an educational experience: Análisis del envejecimiento activo a través del cineforum: una experiencia educative. Revista de Humanidades. 31(5), 1-35.

Machado-Casas, M., Alanis, I., Ruiz, E. (2017). La Technología Como Inclusió Educativa de la Diversidad CulturalL Transformando Prácticas Informales de Educación en los Estados Unidos. Pedagogía Social. Revista Interuniversitaria, 29(3), 1-12. (Journal is produced in three different languages)

12. Machado-Casas, M., Alanis, I., Ruiz, E. (2017/Translated). Innovative Technologies as Social Pedagogy: Transforming Informal Educational Practices in the United States. Pedagogía Social. Revista Interuniversitaria, 29(3), 1-12.

Machado-Casas, M., Cabellos, Sergio, A., Talati-Espinoza, K., Abdul-Razaq, H. (2017).

Working with Immigrant and Refugee Families: Broadening Cross-Cultural Understanding with Immigrant/Refugee Families. Revista Foro de Educación. 21(2), 1-15.

Machado-Casas, M., Talati, K., Abdul-Razaq, H., Martinez-Suarez, A., Fonseca, M., Peña, C. (2017). Pedagogies of Puppetry: Marginalization, Hegemony and colonized treatment of Latino/Indigenous Families. Revista Ehquidad. 7(1), 11-42.

In Progress

Machado-Casas, M., Alanis, I., Ruiz, E. (In Progress/Tranlation of original published article). A Tecnologia como inclusão educative da diversidade cultural: Transformado Practicas Informais de Educacão nos estados unidos. Pedagogía Social. Revista Interuniversitaria.

Flores, B. B., Machado-Casas, M., Claeys, L. & Solis, J. (In press). Promising learning and instructional practices for culturally diverse practicing teachers: The case of Nepohualtzitzin Ethnomathematics Club (NEC). Revista Barceo. 18(3), 145-160.

Machado-Casas, M., Cabello, S.A., Miranda, J.M. (In Press). Crisis, Familia y Escuela: La Precarización de la Vida. Revista de Educación y Humanismo. 10(2), 1-39. Colombia.

Machado-Casas, M., Cabello, S.A. (In Press). Subjetividad en las trayectoria educativas en inmigrants Latinos en Estados Unidos y España. Revista de Pedagogia Social. Spain.

Pérez-de-Guzmán, V., Rodríguez-Díez, J.L. & Machado-Casas, M. (2015). Education and active aging: preparation for finitude. An educational experience. Pedagogía Social, 23(2), 25-46. Spain.

Abdul-Razaq, H., Machado-Casas, M. (In Progress). Newly Arrived Refugees: Challenges and Hope when Engaging the School Systems.

Machado-Casas, M., Lindahl, K. (In Progress). FAMTECH: Sociocultural Approaches to Digital Learning for L2 families.

Abdul-Razaq, H., Machado-Casas, M. (In Progress). Newly Arrived Refugees: Shifting the Paradigm of Parent Involvement.

Solis, J., & Machado-Casas, M. (In Progress). Agency and Transcultural Citizenship for Pre-Service Teachers in STEM through Ethnomathematics NEPO club. 

2016

Prieto, L., Yuen, T., Arreguí-Anderson, M., Machado-Casas, M., Sánchez, P., & Ek, L. (2016). Four Cases of a Sociocultural Approach to Mobile Learning in La Clase Mágica, an Afterschool Technology Club. Interactive Learning Environments Journal, 24(2), 345-356.

Cervantes, M., Cabello, S.A., Machado-Casas, M. (2016). From Corridos to Hip Hop: Integrating music in Mexican American Studies Courses. Revista de la Sociedad Comparada de Educación Comparada. 84(3), 2-15.

Machado-Casas, M., Smith, H., Pourkhorshid, F., Cabello, S.A. (2016).

Language as Problem, Right, Resource and Resistance: The Realities of Nicaragua’s Multilingual Atlantic Coast. Revista Barceo. 171(2), 133-146.

Machado-Casas, M., Cabello, S.A. (2016). Discursos sobre las trayectorias en educación universitaria de primeras y segundas generaciones de inmigrantes en estados unidos. Revista de la Sociedad Comparada de Educación Comparada. 84(3), 20-45.

2015

Machado-Casas, M., Flores, B. & Guzman Puya, M. (2015). Global Education. Journal of Latinos in Education, Special Issue, 14(1), 1-29.

Machado-Casas, M. & Alanis, I. (2015). La tecnología como inclusión educativa de la diversidad cultural: Transformando practicas informales de educación en los estados unidos. Diversidad Cultural e inclusión socioeducativa Journal, 5(1), 45-60. Spain.

Machado-Casas, M., & Flores, B. B. (2015). Engaging Latino Families in Technology: Transforming and Empowering Home Pedagogy and Practices. Psychology, Knowledge and Society. Psychologia, Conocimiento y Sociedad Journal, 4(2), 89-108. 

2014

Machado-Casas, M., Alanis, I., & Ruiz, E. (2014). Beyond the technical apparatus: Identity, connections, and the use of “Autonarrativas virtuales” (virtual autonarratives). NABE Journal of Research and Practice. 5(1), 1-29.

Machado-Casas, M. (2014). Supervivencia y trascendencia de inmigrantes Latinos indígenas transnacionales (ILIS) en los estados unidos. Pedagogía Social. 23(1), 12-36.

Machado-Casas, M., Ek. L., & Sanchez, P. (2014). The Digital Literacy Practices of Latina/o Immigrant Parents in an After-school Technology Partnership. Multicultural Education Journal. 21(3/4), 28-33.

2013

Ruiz, E., Machado-Casas, M. (2013). An Academic Community of Hermandad: Research for the Educational Advancement of Latin@s (REAL), a Motivating Factor for First-Tier Tenure-Track Latina Faculty. Educational Foundations. Winter/Spring, 27(1-2), 49-63 

Machado-Casas, M., Ruiz, E., Cantu, N. E. (2013). Women of color faculty testimonios and laberintos: Validating spaces for women of color faculty in higher education: Introduction to the special issue. Educational Foundations, Winter/Spring, 27(1-2), 3-16. 

2012

Machado-Casas, M. (2012). Pedagogía del camaleón / Pedagogies of the chameleon: Strategies of survival and identity for transnational indigenous Latino immigrants in the US south. The Urban Review, 44(5).

http://link.springer.com/article/10.1007/s11256-012-0206-5

Machado-Casas, M. (2012). Globalized students vs. Unglobalized families: Limiting family participation in education. The Association of Mexican-American Educators Journal (AMAE), 6(3).

http://amaejournal.asu.edu/index.php/amae/issue/current

Urrieta, L., Machado-Casas, M. (2012). Book banning, censorship, and ethnic studies in urban schools. The Urban Review, 45(1).

http://rd.springer.com/article/10.1007/s11256-012-0221-6

2010

Ek, L.D., Machado-Casas, M., Sánchez, P., & Alanis, I. (2010). Crossing cultural borders: La Clase Mágica as a university-school partnership. Journal of School Leadership, 20(6), 820-849. [CABELL’S ACCEPTANCE RATE: 6-10%] 

2009

Machado-Casas, M. (2009). The new global transnational citizen: The role multilingualism in the lives of Latino/s indigenous immigrants in the U.S. CIMEXUS: Revista de Investigaciones México Estados Unidos, 2(7), 99-123.

Sánchez, P. & Machado-Casas, M. (2009). Introduction: At the intersection of transnationalism, Latino youth, and education. High School Journal, 92(4), 3-15.

Machado-Casas, M. (2009). La Supervivencia indígenas en E.U. por medio de la tecnología informática. DIDAC, 53. <Peer reviewed journal published by Universidad Ibero Americana, México>

Machado-Casas, M. (2009). The politics of organic phylogeny: The art of parenting and surviving as transnational multilingual Latino indigenous immigrants in the U.S. High School Journal, 92(4), 82-99.

2008

Machado-Casas, M. (2008). Multilingualism and the new global transnational citizen: Latino/s indigenous immigrants in North Carolina. NABE NEWS, 31(2), 3-15.

Machado-Casas, M. (2007). Arts in the Classroom: La llave (the key) to awareness, community relations, and parental involvement. The Journal of Thought, Winter 2007.

Books

Machado-Casas, M., Flores, B., Maldonado, S. (Forthcoming). Evaluating Bilingual Education Programs: Assessing Students Bilingualism, Biliteracy, and Social Cultural Competence. In Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Pérez de Guzmán, V., Bas-Peña, E., and Machado-Casas, M. (2019). Gender Issues in Latin America and Spain: Multidisciplinary Perspectives. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Guest Editorships

Machado-Casas, M., Flores, B., Guzman-Puya, M.V. (2015). Global Education: Connecting Research, Practice, and Community through GLOBAL LEAD. Journal of Latinos in Education, Special Issue. 14(1), 1-29.

Machado-Casas, M., Ruiz, E., Cantu, N. E. (2013). Guest Editors. Women of color faculty. Testimonios and laberintos: Validating spaces for women of color faculty in higher education: Introduction to the special issue. Educational Foundations. Winter/Spring, 27(1-2).

Urrieta, L., Machado-Casas, M. (2012). Guest Editors. Special Issue: Book Banning, Censorship, and Ethnic Studies in Urban Schools. The Urban Review.

Sánchez, P. & Machado-Casas, M. (2009). Guest Editors. Special Issue: At the intersection of transnationalism, Latino youth, and education. High School Journal, 92(4).

Edited Books

2020

Murillo Jr, E. G., Delgado- Bernal, D., Morales, S., Urrieta, L., Bybee, E., Munoz, J., Saenz, V.,  Machado-Casas, M., Espinoza, K. (Eds.). (In preparation). V2 Handbook of Latinos and education: Theory, research, and practice. Routledge.

2009

Murrillo, E., Villenas, S., Trinidad Galvan, R., Sánchez Muñoz, J., Martínez, C. & Machado-Casas, M., (2009). Handbook of Latinos in Education: Theory, Research, and Practice. NY: Routledge, Taylor and Francis, Inc.

Edited Books in Progress

Groves, P., Oviawe, J. O. & Machado-Casas, M. (In Progress) The Oxford Encyclopedia of Race and Education. London: Oxford Press.

Series Editorship

 2020

Abín Noboa Ríos (2020) 21st Century America. Where are we? In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Gallard, A., Pitts, W., Flores, B., Ramos-de-Robles, S.L., (2020). Latina Pathways to Success in Science: Exploring Contextual Mitigating Factors as a Form of Resiliency. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

2019

Pérez de Guzmán, V., Bas-Peña, E., and Machado-Casas, M. Gender Issues in Latin America and Spain: Multidisciplinary Perspectives. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

2018

Yuen, T., Bonner, E., Arreguín-Anderson, M. (2018). (Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and Workplace. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc. 

2017

Ayala, J., Cammarota, J., Rivera, M., Rodriguez, L.F., Berta-Avial, M., Torre, M. (In Press). PAR Entremundos: A Pedagogy of Las Americas. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Flores, B. B., Riojas Clark, E. (In Press). Despertando el Ser: Latin@ Teachers Discovery and Affirmation of Self Through Identity, Consciousness, and Belief Exploration. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

2016

Guerra, N. (2016). Addressing Challenges Latino/as Encounter with the LIBRE Problem Solving Model. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Rodriguez, L.F. (2015). Intentional Excellence: The Pedagogy, Power, and Politics of Excellence in Latina/o Schools and Communities (Peter Lang Publishing). In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc. 

Series Editorship in Progress 

Machado-Casas, M., Maldonado, S., Flores, B. (In Progress). Evaluating bilingual education programs: Assessing students’ bilingualism, biliteracy and sociocultural competence. In Machado- Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Cervantes, M., Saldaña, L. (In Progress). El Sur en el Norte: Decolonizing Education through Critical Readings of Chicanx and Latinx Music. In Machado- Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Castañeda, M. & Krupezynsk, J. (In Progress). Civic Engagement in Diverse Latina/o Communities: Learning from Social Justice Partnerships in Action. In Machado- Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Ek, L. Machado-Casas, M., Alanis, I., & Sánchez, P. (In Progress). Un Lugar Sin Igual (An unrivaled Space). Digital Biliteracies in a Latinx Community. In Machado- Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Zamora, G., Ramirez, G., & Sánchez, P. (In Progress). In Machado-Casas, M., Medina,

1. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Sadlier, S. (In Press). Movements on the Streets and in Schools. In Machado-Casas, M.,

Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Smith, H., Combs, M.C. & DeLa Viña, D. (In Progess). A Commemorative Anthropology in Memory of Dr. Richard Ruiz. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc.

Arreguin-Anderson, M., & Alanis, E. (In Progress). Translingual Partners in Early Childhood Elementary Education: Pedagogies in Linguistic and Cognitive Engagement. In Machado-Casas, M., Medina, Y. (Eds.) Critical Issues in Latino Education. NY: Peter Lang, Inc. 

Book Chapters

2016

Pourkhorshid, F., Machado-Casas, M. (2016). The Benefits to Bilingual Education. In Ramirez, L. Et Al. No Estas Solo:Recetas para Obtener el EXITO de Padres a Padres. Vasquez Press, CA.

2015

Machado-Casas, M., Flores, B. B., & Murillo, E. (2015). Reframing: We Are Not Public Intellectuals; We Are Movement Intellectuals. In C. Gestl-Pepin & C. Reyes, Reclaiming the Public Dialogue in Education: Putting the Public in Public Intellectual (pp. 31-38). NY: Peter Lang Publishers. 

2013

Machado-Casas, M. (2013). El Mundo en la Palma de la Mano [The World in the Palm of the Hand]: Bridging Families’ Multigenerational Technology Gaps though La Clase Magica. In Flores, B.B., Vaquez, O.A., & Clark, E.R. (In press). La Clase Mágica: Generating Transworld Pedagogy. Lexington Publishers, Rowman Littlefield Publishing Group.

2011

Smith, H., Sánchez, P., Ek, L.D., & Machado-Casas, M. (2011). From linguistic imperialism to linguistic conscientización: Learning from heritage language speakers. In D. Schwarzer, M. Petrón, & C. Luke, (Eds.), Research informing practice – Practice informing research: Innovative teaching methodologies for world language teachers (pp. 177-198). Charlotte: Information Age Publishing, Inc. 

Ek, L.D., Machado-Casas, M., Sánchez, P., Smith, H.L. (2011). Aprendiendo de sus comunidades / Learning from their communities: Bilingual teachers researching urban Latino neighborhoods. In V. Kinloch (Ed.), Urban Literacies: Critical Perspectives on Language, Learning, and Community (pp. 15-37). New York: Teachers College Press.

2010

Machado-Casas, M., & Flores, B. (2010). Trabajando y Comunicando con Nuestras Comunidades Indígenas Inmigrantes. In Flores, B., Clark, E., and  Hernandez Sheets, R. (Eds.), Educar para Transformar: Teacher Preparation for Bilingual Student Populations (pp. 205-216). New York: Routledge, Taylor and Francis, Inc.

2008

Bettez, S., Lopez, J., & Machado-Casas, M., (2008). “Hermandad” (Sisterhood): Latinas in Higher Education. In Cleveland, D. (Ed.), When Minorities Are Especially Encouraged to Apply: Diversity and Affirmative Action in Higher Education (pp. 23-34). New York: Peter Lang Publishing Inc. 

Encyclopedia Entries

Maldonado, S., Machado-Casas, M. (Acceted). Assessment and evaluation strategies for students minoritized by English-language background. In the Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students.

Grooves, P. & Machado-Casas, M. (Associate Editors) .(In Progress). The Oxford Encyclopedia of Race and Education. NY: Routeledge, Taylor and Francis, Inc. 

Alanis, I., Machado-Casas, M. (2017). Examining Bilingual Teacher Candidates use of Digital Media. In Sagini, K. et. Al. In The Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners. NY: Routeledge, Taylor and Francis, Inc.

Machado-Casas, M. (2009). Resources and information for Latinos in education: Research, theory & practice. In Murrillo, E., Villenas, S., Trinidad Galván, R., Sánchez Muñoz, J., Martínez, C. & Machado-Casas, M. (Eds.). Handbook of Latinos in Education: Theory, Research, and Practice. NY: Routledge, Taylor and Francis, Inc.

Non-refereed  Publications

Single Authored

Machado-Casas, M. Durham public schools and Latinos in education: Parent conversations about school perceptions. Durham Public Schools Parental Educational Link. May, 2006. 

Machado-Casas, M. Now I’m part of this school: A conversation with a Latino parent. Durham Public Schools Parents Educational Link, January 2005.