Research

A historical record of publications associated with CEBER researchers.

Articles & Reports

2019

Alfaro, C., Hernandez, S., Maldonado, S.I., Hopkins, M., & Forbes, C. (2019). Formadores de docentes binacionales y bilingües: A focused teacher preparation program for students we share. California Department of Education. Report Here

Georges, A., Maldonado, S. I.,  & Uppal, H. K. (2019). Learning content, language, and culture in concert: The academic achievement, aspirations and social experiences of bilingual students at the end of middle school. NABE Journal of Research and Practice, 9(3-4), 166-180. https://www.tandfonline.com/doi/full/10.1080/26390043.2019.1653047

2018

Alfaro, C. (2018). The sociopolitical struggle and promise of bilingual teacher education: Past, present and future. Bilingual Research Journal, 41(4), 413-427. https://www.tandfonline.com/doi/abs/10.1080/15235882.2018.1540367

Esquinca, A., de la Piedra, M. T., & Herrera-Rocha, L. (2018). Hegemonic language practices in engineering design and dual language education. Association of Mexican American Educators Journal, 12(2), 44-68. https://doi.org/10.24974/amae.12.2.394

Maldonado, S. I., Georges, A., Puglisi, J., & Hernandez, M. M. (2018). Partnership pathways in a two-way bilingual immersion program: From evaluation to constructing capacity. NABE Perspectives, 41(2), 13-19. www.xcdsystem.com/nabe/files/N P_Vol41_2018_Issue2_R4_Web.pdf

2015

Ochoa, A. M. (2015). Recognizing inequality and the pursuit of equity: A legal and social equity framework. In A. Colón-Muñiz, & M. Lavadenz (Eds.), Latino civil rights in education: La lucha sigue (pp. 24-46). Routledge. https://www.routledge.com/Latino-Civil-Rights-in-Education-La-Lucha-Sigue/Colon-Muniz-Lavadenz/p/book/9781138943339

2014

Ochoa, A. M., Brandon, R. R., Cadiero-Kaplan, K., & Ramírez, P. C. (2014). Bridging bilingual and special education: Opportunities for transformative change in teacher preparation programs. Association of Mexican-American Educators (AMAE), 8(1), 72-82. http://amaejournal.utsa.edu/index.php/amae/article/view/228

2011

Cadiero-Kaplan, K., Lavadenz, M., & Armas, E. G. (2011). Essential elements of effective practices for English learners. Long Beach, CA: Californians Together. https://www.californianstogether.org/new-policy-brief-essential-elements-of-effective-practices-for-english-learners/

2010

Rodriguez, A. J. (2010). Exposing the impact of opp(reg)ressive policies on teacher development and student learning. Cultural Studies of Science Education, 5(4), 923-940. https://link.springer.com/article/10.1007/s11422-010-9281-7

2008

Cadiero-Kaplan, K., & Rodriguez, J. L. (2008). The prepartion of highly qualified teachers for English-language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 41(3), 372-387. https://www.tandfonline.com/doi/full/10.1080/10665680802179444

2003

Alfaro, C. (2003). Transforming Teacher Education: Developing Ideological Clarity as a Means for Teaching with Courage, Solidarity and Ethics. https://search-proquest-com.libproxy.sdsu.edu/docview/305260454

2001

Cadiero-Kaplan, K. (2001). Literacy Ideology and Practice: Teachers' Beliefs and Practices for English Language Learners at the Secondary Level. https://search-proquest-com.libproxy.sdsu.edu/docview/252179863

1978

Ochoa, A. M. (1978). Bilingual desegregation: school districts' responses to the spirit of the law under the Lau vs. Nichols Supreme Court decision. https://scholarworks.umass.edu/dissertations_1/2175

Dissertations Supported by CEBER Researchers

Equity-Focused Dissertations Supported by PLC/DLE Faculty and CEBER Researchers (1984-2019)