Publications

A.

B.

Bergen, D., & Hardin, B. J. (2013). Cross-cultural collaboration research to improve early childhood education. In S. Wortham, (Ed.), Global perspectives in early childhood education: Common characteristics and unique qualities in preschool programs. New York: Springer Publishing Company. Full text

Bergen, D., Hardin, B. J. (2015). Involving early childhood stakeholders in program evaluation: The GGA story. Childhood Education, 91, 259-264.

C.

Cummings, K. P. & Hardin, B. J. (2016). Navigating disability and related services through a multicultural lens: Stories of immigrant families on special education services. Early Child Development and Care, DOI: 10.1080/03004430.2016.1152962

D.

De Castañeda, A., & Hardin, B. J. & (2013). Administrators, teachers and niñeras: Professional partnerships for quality in Guatemala. In S. Wortham, (Ed.), Global perspectives in early childhood education: Common characteristics and unique qualities in preschool programs. New York: Springer Publishing Company. Full text

Deville, C., & Chalhoub-Deville, M. (Eds.) (2011). Special issue: Standards-based assessment in the United States. Language Testing, 28(3).

Deville, C., & Chalhoub-Deville, M. (2011). Accountability-assessment under No Child Left Behind: Agenda, practice, and future. Language Testing, 28, 307-321. Full text

E.

F.

Fairbanks, C. M., Faircloth, B., Gonzalez, L. M., He, Y., Tan, E., & Zoch, M. (in press 2017). Beyond commodified knowledge: The possibilities of powerful community learning spaces. In P. Portes & S. Salas (Eds.), Latinization of K-12 communities: National perspectives on regional change. Albany, NY: SUNY Press.

Flores, N., Schissel, J.L. (2014). A heteroglossic approach to standards-based reform in a globalized world. TESOL Quarterly, 48(3), 454-79.

G.

Gonzalez, L. M., Borders, L. D., Hines, E. M., Villalba, J. A., & +Henderson, A. (2013). Parental involvement in children’s education: Considerations for school counselors working with Latino immigrant families. Professional School Counseling, 16, 185-193. Full text

Gonzalez, L. M. & Villalba, J. A. (2013, October). The path to college for Latino immigrant parents and their children: The role of counselor educators. Presented at Association for Counselor Education and Supervision national conference, Denver, CO.

Gonzalez, L. M. & Weaver, D. (2013, Spring). Guiding your child through the career and college planning process (Spanish version). CFNC Parent Curriculum presented in Asheboro City Schools, Asheboro, NC.

Gonzalez, L. M. & Weaver, D. (2013, Fall). Guiding your child through the career and college planning process (Spanish version). CFNC Parent Curriculum presented at Latino Family Center/YWMA, High Point, NC.

Gonzalez, L. M. & He, Ye “Jane” (in press 2017). Engaging with diverse language communities: Models and approaches. Working Paper Journal. Full text

H.

Hardin, B. J. (2011). Commentary. [Review of the social policy report: Quality of early childhood development programs in global contexts rationale for investment, conceptual framework and implications for equity by Britto, P. R., Yoshikawa, H., & Boller, K.] Society for Research in Child Development, 25(2).

Hardin, B. J., Bergen, D., & Hung, H-F. (2012). Investigating the psychometric properties of the ACEI global guidelines assessment (GGA) in four countries. Early Childhood Education Journal. DOI 10.1007/s10643-012-0523-z Full text

Hardin, B.J., Blanchard, S. B., Kemmery, M., Appenzeller, M., & Parker, S. (2014). Family-centered practices and American sign language (ASL):Recommendations from ASL users. Exceptional Children. 81(1), 107-123.

Hardin, B. J., & Hung, H. (2011). A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA).Early Childhood Education Journal, 39, 103-114. Full text

Hardin, B. J., Bergen, D., & Hung, H-F. (2012). Investigating the psychometric properties of the ACEI global guidelines assessment (GGA) in four countries. Early Childhood Education Journal, DOI 10.1007/s10643-012-0523-z

Hardin, B. J., Hung, H-F, & Mereoiu, M. (2013). International perspectives on services for young children with special needs. In S. Wortham, (Ed.), Global perspectives in early childhood education: Common characteristics and unique qualities in preschool programs. New York: Springer Publishing Company.

Hardin, B. J., Lower, J. K., Smallwood, G. R., Chakravarthi, S., Lin, L., & Jordan, C. (2010). Teachers, families, and communities supporting English language learners in pre-kindergarten: An evaluation of a professional development model. Journal of Early Childhood Teacher Education, 31, 20-36. Full text

Hardin, B. J., Scott-Little, C. & Mereoiu, M. (2013). Developing the BIO questionnaire: A bilingual parent report tool for pre-kindergarten English learners of Latino heritage. Journal of Research in Childhood Education.27, 485-509. Doi: 10.1080/02568543.2013.824940. Full text

He, Y., Bettez, S. C., & Levin, B. (2015). Refugees and immigrants share their stories: Critical incidents, expectations, and structures of schooling. Urban Education, 1-29. doi:10.1177/0042085915575579

He, Y., & Prater, K. (accepted). Learning in the community: ESL teacher preparation beyond university classroom. Journal of Research on Service Learning and Teacher Education.

He, Y., & Prater, K. (accepted). Writing together, learning together: ESL teacher development through community service learning. Teachers and Teaching.He, Y., & Prater, K. (2011). Collaborating in heritage language development. AccELLerate, 4(1), 12-13.

He, Y. & Prater, K. (2011). Collaboration in professional development for ELL content achievement. In C. J. Casteel & K. G. Ballantyne (Eds.), Professional development in action: Improving teaching for English learners (pp. 85-86). Washington, DC: NCELA.

He, Y., Prater, K., & Steed, T. (2011). Moving beyond “just good teaching”: ESL professional development for all teachers. Professional Development in Education, 37(1), 7-18.

He, Y., Vetter, A., & Fairbanks, C. (2014). Reframing literacy practices for culturally and linguistically diverse students in US schools. English Education, 46(4), 327-344.

I.

J.

K.

L.

Lowther Pereira, Kelly. 2016. New directions in heritage language pedagogy: Community service- learning for Spanish heritage speakers. In Advances in Spanish as a Heritage Language, ed. by Diego Pascual y Cabo. Philadelphia/Amsterdam: John Benjamins.

Lowther Pereira, Kelly. 2015. Developing critical language awareness via service-learning for Spanish heritage speakers. The Heritage Language Journal, 12(2), 159-185. Full text

M.

Mosley, M., Cary, L., & Zoch, M. (2010). Becoming culturally responsive: A review of learning in field experiences for prospective literacy educators. In D. Wyse, R. Andrews, & J. V. Hoffman (Eds.), The international handbook of English, language, and literacy teaching. New York:, NY Routledge.

Mosley, M., & Zoch, M. (2012). Tools that come from within: Learning to teach in a cross-cultural adult-literacy program. Teaching and Teacher Education, 28, 66-77.

N.

O.

P.

Pascual y Cabo, Diego, De la Rosa-Prada, Josh, and Lowther Pereira, Kelly. (Forthcoming in 2017). Effects of Community Service-Learning on Heritage Language Learners’ Attitudes toward their Language and Culture. Foreign Language Annals.

Q.

R.

S.

Sandell, E. J., Hardin, B. J., & Wortham, S. C. (2010).  Using ACEI’s global guidelines assessment for improving early education.Childhood Education, 86, 157-160.

Schissel, J.L. (2016). Test impact and washback. The TESOL Encyclopaedia of English Language Teaching. Hoboken: Wiley.

Schissel, J.L. (2015). What new (summative) assessments are being developed under the CCSS and how are ELLs/emergent bilinguals to be included? What are test accommodations and which, if any, are most effective for emergent bilinguals? In G. Valdés, K. Menken, and M. Castro (Eds.) Common Core and ELLs/Emergent Bilinguals: A Guide for All Educators. Carlson Publishing.

Schissel, J.L. (2014). Classroom use of test accommodations: Issues of access, equity, and conflation. Current Issues in Language Planning Journal, 15(3), 282-295. DOI:10.1080/14664208.2014.915458 Full text

Schissel, J.L. (2010). Critical issues surrounding test accommodations: A language planning and policy perspective. Working Papers in Educational Linguistics, 25(1), 17-35. Full text

Schissel, J.L. (2009). Narrative self-constructions of Senator Ralph Yarborough in the 1967 Congressional Hearings on the Bilingual Education Act. Working Papers in Educational Linguistics , 24(1), 79-99. Full text

Sugarman, J., Arteagoitia, I., Coburn, C., Gallagher, C., Montee, M., & Schissel, J. (2007). Spanish-Language Assessments for Dual Language Programs. Washington, DC: Center for Applied Linguistics.

T.

Tan, E. & Faircloth, B. (2015). “I come because I make toy”: Examining nodes of criticality in an afterschool Science & Engineering (SE) club with refugee youth. In Sherry Marx & Stacie L. Gregory, (Editors). Qualitative Research in STEM. Routledge.

U.

V.

Villalba, J. A., Gonzalez, L. M., Borders, L. D., & Hines, E. M. (2014). The Latino Parents-Learning About College (LaP-LAC) program: Educational empowerment of Latino families through psychoeducational group work. Journal for Specialists in Group Work, 39, 47-70. Full text

W.

Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K., & Laudenheimer, K. (forthcoming). Becoming responsive literacy teachers in an adult literacy tutoring practicum. 61st Yearbook of the Literacy Research Association.

X.

Y.

Z.