A historical record of publications associated with CEBER researchers.

Articles & Reports


Hernandez, S. J. (2020). Centering raciolinguistic ideologies in two-way dual language education: The politicized role of parents in mediating their children's bilingualism. In N. Flores, N. Subtirelu, & A. Tseng (Eds.). Bingualism for All? Raciolinguistic perspectives on Dual Language Education. Multilingual Matters.

Maldonado, S. I., Mosqueda, E., Bravo, M. A., & Solís, J. L. (2020). Assessing and teaching students’ biliteracy in mathematics: A professional development model. The Multilingual Educator, 36-39.


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.

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.


Alfaro, C. (2018). The sociopolitical struggle and promise of bilingual teacher education: Past, present and future. Bilingual Research Journal, 41(4), 413-427.

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.

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. P_Vol41_2018_Issue2_R4_Web.pdf


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.


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.


Cadiero-Kaplan, K., Lavadenz, M., & Armas, E. G. (2011). Essential elements of effective practices for English learners. Long Beach, CA: Californians Together.


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.


Cadiero-Kaplan, K., & Rodriguez, J. L. (2008). The preparation of highly qualified teachers for English-language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 41(3), 372-387.


Alfaro, C. (2003). Transforming Teacher Education: Developing Ideological Clarity as a Means for Teaching with Courage, Solidarity and Ethics.


Cadiero-Kaplan, K. (2001). Literacy Ideology and Practice: Teachers' Beliefs and Practices for English Language Learners at the Secondary Level.


Ochoa, A. M. (1978). Bilingual desegregation: school districts' responses to the spirit of the law under the Lau vs. Nichols Supreme Court decision.

Dissertations Supported by CEBER Researchers

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