Gerard, Libby F., Varma, Keisha, Corliss, Stephanie B., & Linn, Marcia C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408-448.
Sixty years of language arts education: Looking back in order to look forward
Goodman, Yetta M. (2011). Sixty years of language arts education: Looking back in order to look forward. Language Arts, 101(1), 17-25.
Accountability under constraint: The relationship between collective bargaining agreements and California schools’ and districts’ performance
Strunk, Katharine O. , & McEachin, Andrew. (2011). Accountability under constraint: The relationship between collective bargaining agreements and California schools’ and districts’ performance under No Child Left Behind. American Educational Research Journal, 48(4), 871-903.
Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies
Maniates, Helen, & Mahiri, Jabari. (2011). Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies. Language Arts, 89(1), 10-20.
Activists, allies, and racists: Helping teachers address racism
Lazar, Althier M., & Offenburg, Robert M. (2011). Activists, allies, and racists: Helping teachers address racism. Journal of Literacy Research, 43(3), 275-313.
Teaching and learning argumentative reading and writing: A review of research
Newell, George, Beach, Richard, Smith, Jamie, & VanDerHeide, Jennifer. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3),273-304.
Do we know a successful teacher when we see one? Experiments in the identification of effective teachers
Strong, Michael, Gargani, John, & Hacifazlioglu, Ozge. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367-382.
Stayers and leavers: Early-career teacher effectiveness and attrition
Henry, Gary T., Bastian, Kevin C., & Fortner, C. Kevin. (2011). Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40(6), 271-280.
Hands-on reciprocal teaching: A comprehension technique
Stricklin, Kelley. Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.
Writing Homer, reading Riordan: Intertextual study in contemporary adolescent literature
Bright, Amy. (2011). Writing Homer, reading Riordan: Intertextual study in contemporary adolescent literature. Journal of Children’s Literature, 37(1), 38-47.
Assessing internal group processes in collaborative assignments
Nelson, Trudi J. (2011). Assessing internal group processes in collaborative assignments. English Journal, 100(6), 41-46.
Teachers’ texts in culturally responsive teaching
Kesler, Ted. (2011). Teachers’ texts in culturally responsive teaching. Language Arts, 88(6), 419-428.
Adolescents and “autographics”: Reading and writing coming-of-age graphic novels
Hughes, Janette Michelle, King, Alyson, Perkins, Peggy, & Fuka, Victor. Adolescents and “autographics”: Reading and writing coming-of-age graphic novels. Journal of Adolescent & Adult Literacy, 54(8), 601-612.
Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses
Blackburn, Mollie V., & Clark, Caroline T. (2011). Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses. Reading Research Quarterly, 46(3), 222-248.
Kidwatching with a critical eye: The power of observation and reflexive practice
Kuby, Candace R. (2011). Kidwatching with a critical eye: The power of observation and reflexive practice. Talking Points, 22(2), 22-28.
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