Curriculum & Instruction

Faculty in the Department of Curriculum & Instruction conduct research in areas of education that include bilingual, early childhood, learning technologies, multicultural, and language, literacy and culture.

Books

Cannella, Gaile S., Perez, Michelle S., & Penny, Pasque A. Eds. (2015). Critical qualitative inquiry: Foundations and Futures. Walnut Creek, CA: Left Coast Press. http://ww.lcoastpress.com/book.php?id=539

Huerta, L. M., et al. (2015). Desarrollo de competencias docentes a través de viajes de estudio: Una experiencia de investigación-acción. Monterrey, Nuevo León: Escuela Normal Superior de Nuevo León.

Kaye, C. (2013). Using the new national standards: 12 supportive information tips for assessment for learning in preschool education. (ed.). Ulaanbaatar: UNICEF, Mongolia.

Chavez, Rudolfo C. Ed. (2014). Foreword to Emerging Priorities and Trends in Distance Education: Communication, Pedagogy, and Technology. IGI Global.

Orelus, P. (2014). On Language, Democracy, and Social Justice: Noam Chomsky’s Critical Intervention. New York: Peter Lang.

Orelus, P., Malott, C.S., Pacheco, R. (2014). ). Colonized Schooling Exposed: Progressive voices for transformative educational and social change. New York: Routledge.

Orelus, Pierre Ed. (2014). Affirming Language Diversity in Schools and Society. New York, NY: Routledge.

Parra, Julia L. Ed. (2013). Increasing Learner Engagement through Cutting-edge Technologies. Emerald Group Publishing Limited. http://www.emeraldinsight.com/books.htm?issn=2044-9968&volume=6%20part%20g&chapterid=17084499&show=abstract&PHPSESSID=1t9oidqech5icj1lpluqr2hvm2

Kinzer, Cathy J., & Rincon, Mari Eds. (2012). Beyond good teaching: Advancing mathematics education for English language learners. (pp. 69-73). Reston, VA: National Council of Teachers of Mathematics.

Kinzer, Cathy J., & Rincon, Ricardo Eds. (2012). Fostering an Equitable Classroom for English Language Learners (pp. 63-67). Reston Va: National Council of Teachers of Mathematics.

Kinzer, Cathy J., & Ubinger, David Eds. (2012). Cases of Practice: Teaching Mathematics to ELL’s in Secondary School (pp. 91-95). Reston, VA: National Council of Teachers of Mathematics. 5135 Acacia Rd

Orelus, P. (2012). A Decolonizing Encounter: Ward Churchill and Antonia Darder in dialogue (pp. 148). New York, NY: Peter Lang Publishing.

Orelus, P. (2012). The Race Talk: Identity politics, multiracialism, and the hegemony of whiteness. Charlotte, NC: Information Age Publishing.

Orelus, P., Malott, C. S. (2012). Radical Voices for Democratic Schooling: Exposing neoliberal inequalities. New York, NY: Palgrave Macmillan.

Orelus, P. (2011). Courageous Voices of Immigrants and Transnationals of Color: Counter narratives against discrimination in schools and beyond. New York: Peter Lang Publishers.

Orelus, P. (2011). Rethinking Race, Class, Language, and Gender: A dialogue with Noam Chomsky and other leading scholars Rowman & LittleField
Publisher.

Baker, Jamie S., & Rowlison, T. Eds. (2010). Reading in 2010: A comprehensive review of a changing field. Hauppauge, NY: Nova Publishers.

Garcia, Herman S. Ed. (2010). Transgressions-Cultural Studies and Education Series. Rotterdam: Sense Publishers.

Orelus, P. (2010). Academic Achievers: Whose definition? An ethnographic study examining the literacy [under] development of English language learners in the era of high-stakes tests. Rotterdam: SensePublishers.

Orelus, P. (2010). The Occupier and the “New” Occupied: Haiti and other Oppressed Nations under neoliberal, neocolonial, and imperialist dominations. Rotterdam: SensePublishers.

Carmona, Judith, & Malena Luciano, Aymee Eds. (2013). Crafting Critical Stories: Toward Pedagogies and Methodologies of Collaboration, Inclusion & Voice. Peter Lang.

Book Chapters

Pasque, P. A., Perez, M. S. (2015). Centering Critical Inquiry: Methodologies that Facilitate Critical Qualitative Research. In Cannella, G.S., Perez, M.S., & Pasque, P.A. (Ed.), Critical qualitative inquiry: Foundations and Futures. Walnut Creek: CA.: Left Coast Press. http://ww.lcoastpress.com/book.php?id=539

Torres, M. N. (2014). Countering the colonizing allure of (pseudo)scientific discourse in education research and policy. In Pierre W. Orelus, Curry S. Malott, & Romina Pacheco (Ed.), Colonized Schooling Exposed: Progressive Voices for Transformative Educational and Social Change.

Torres, M. N. (2014). Enlivening critical language pedagogies for academic empowerment: The legacy of the Bakhtin Circle. In Pierre W. Orelus & Rochelle Brock (Ed.), Interrogating Critical Pedagogy: The Voices of Educators of Color in the Movement..

Torres, M. N. (2013). Countering the colonizing allure of (pseudo)scientific discourse in education research and policy. In Pierre Wilbert Orelus, Curry Stephenson Malott, and Romina Pacheco (Ed.), Colonized Schooling Exposed: Progressive voices for transformative educational and social change. New York: Routledge.

Uribe-Florez, L. J., Trespalacios, J. H. (2013). The role of animations and manipulatives supporting learning and communication in the classroom. In Nicola Whitton and Young Baek (Ed.), Cases on Digital Game-Based Learning: Methods, Models and Strategies (pp. 400-410). Hershey, PA: IGI Global.

Woodley, X. M., Mucundanyi, G. Designing counter-narratives: Constructing culturally responsive curriculum online. In Joseph, R., Moore, J., and Benson, A. (Ed.), Culture, Learning and Technology – Research and Practice. New York, NY: Routledge.

Jones, B. D., Uribe-Florez, L. J., Wilkins, J. L.M. (2011). Motivating Mathematics Students with Manipulatives: Using Self-Determination Theory to Intrinsically Motivate Students. In Daniel Brahier, William Speer (Ed.), Motivation and Disposition: Pathways to Learning Mathematics (pp. 215-228). Reston, VA: National Council of Teachers of Mathematics.

Parra, J. L., Bovard, B., Bussmann, S. C., Gonzales, C. (2010). Transitioning to E-Learning: Teaching the Teachers. In Information Resources Management Association (IRMA) (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 259-276). Hershey, PA: Information Science Reference. www.igi-global.com/chapter/transitioning-learning-teaching-teachers/41345

Uribe-Florez, L. J., Wilkins, J.L. M. (2010). Hispanic students’ mathematics learning and manipulative use. In Brosnan, P., Erchick, D. B., & Flevares, L. (Ed.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 6, pp. 481-488). Columbus, OH: Ohio State University. www.pmena.org/proceedings/PMENA%2032%202010%20Proceedings.pdf

Franzak, J., Kim, K., Fahrenbruck, M. (2015). Spanning the distance: Video reflection, cultivating literacy coaches, and rural contexts. In E. OrtLieb (Ed.), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. Bingley, West Yorkshire: Emerald Press.

Kim, K., Meyer, R. (2015). In Richard Meyer & Kathy Whitmore (Ed.), Jose Reads: The eyes,mind, and contexts of a young reader. New York: NY: Routledge.

Brush, T. A., Glazewski, K., Ottenbreit-Leftwich, A., Baker, J. S. (2014). Using technology to support the unique needs of gifted learners: Promise and challenges. In C. Callahan & J. Plucker (Ed.), Critical Issues and Practices in Gifted Education (pp. pp. 705-720). Waco, Texas: Prufrock Press.

Orelus, P. (2014). Affirming bilingualism and biliteracy: In defiance of English-only law. Affirming Language Diversity in Schools and Society: Beyond linguistic apartheid. New York, NY: Routledge.

Orelus, P., Malott, C.S, Pacheco, R. (2014). Colonialism in the 21st Century: A critical analysis. Colonized Schooling Exposed: Progressive voices for transformative educational and social change. New York: Routledge.

Orelus, P., Malott, C.S., Pacheco, R. (2014). Understanding history from the standpoint of the oppressed: A socio-historical analysis. Colonized Schooling Exposed: Progressive voices for transformative educational and social change. New York: Routledge.

Orelus, P. (2013). Whitecentricism and Linguoracism Exposed: Toward the de-centering whiteness and decolonization of schools New York, NY: Peter Lang.

Cahill, E., Gibson, T. (2012). Using critical theories in the curriculum or making school rich and desirable. Curriculum in early childhood education: Reexamined, rediscovered and renewed..
Routledge.

Haynes Writer, J., Baptiste, H. P. (2012). “Realizing Students’ Everyday Realities: Community Analysis as a Model for Social Justice. [Reprint]. In Nancy Galavan (Ed.), Annual Editions: Multicultural Education 16/e. McGraw-Hill Contemporary Learning Series. (pp. 241-247). McGraw-Hill Publishers.

Huerta, L. M., Uribe-Florez, L. J., Fernandez, I. T., Vallejo-Garza, R. G., Solis, E. (2012). A Praxis-Based Experience in Preparing Critical Bilingual Teachers in the Borderlands.. Breaking the Mold of Pre-service Teacher Education: Innovative and Successful Practices for the 21st Century, Volume III. (pp. 247-254). New York: Rowmen & Littlefield Publishers, Inc..

Kim, K. (2012). How Readers Process Japanese Orthography with Two Different Texts. In Ken Goodman, Shaomei Wong, Mieko Iventosch & Yetta Goodman (Ed.), Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. New York & London: Taylor and Francis, INC. http://www.taylorandfrancis.com/books/details/9780415894777/

Kim, K., Duckett, P., Brown, J. (2012). Transforming pre-service teachers’ perceptions of reading through their experience and reflections of EMMA. In E. Williams (Ed.), Critical issues in literacy pedagogy: Notes from the trenches. San Diego, CA: University Readers.

Neakrase, J. J., Baptiste, H. P., Ryan, A., Villa, E. (2012). “Science for All” through reflective interactions: Analyzing online instructional models, learning activities and virtual resources in Meta-Communication for reflective online conversations: models for distance education.. Meta-Communication for reflective online conversations: models for distance education. Hershey, PA: IGI Global.

Orelus, P. (2011). When Theory Walks with Praxis: Critical Pedagogy and the Life of Transnational and Postcolonial Subjects of Color. In Curry Malott and Bradley Portfilio (Ed.), Critical Pedagogy in the 21st Century: A New Generation of Scholars (pp. 22). Charlotte, NC.

Orelus, P. (2012). Chinglish: An interlanguage with inherent communicative challenges for Chinese English language learners. Communication and Language: Surmounting the Barriers to Cross-cultural Understanding (pp. 125-140). Charlotte, NC: Information Age Publishing.

Orelus, P. (2012). Re-examining the responsibility of intellectuals in times of war through the lens of Edward Said’s work: A call for action to transformative educators. New York: Routledge.

Orelus, P. (2012). When theory walks with praxis: Critical pedagogy and the life of transnational and postcolonial subjects of color. Critical Pedagogy in the 21st Century: A New Generation of Scholars (pp. 3-21). Charlotte, NC: Information Age Publisher.

Baptiste, H. P., Neakrase, J. J., Ryan, A. (2011). Relevant issues that challenge the designing of transformative, liberating on-line science education. In Gulsun Kurubacak and T. Volkan Yuzer (eds) (Ed.), Handbook of research on transformative on-line and liberation: models for social equality (pp. 47-66).

Chavez, R. C. (2011). Between Fate & Destination, Drifting & Traveling When Interrogating Globalization’s Fluidity—Critical Pedagogy in the Everyday. In C. Rossatto (Ed.), Teaching for Global Community: Overcoming the “Divide and Conquer” Strategies of the Oppressor. Charlotte, NC: Information Age Publishers.

Chavez, R. C., Araujo, B. (2011). Fences, Taco Stands, Panaderías, & Fear: Globalization & Latin@ Students as Collateral Damage. In Alfredo Benavidez (Ed.), Hispanics in the Southwest: Issues of Immigration, Education, Health, & Public Policy. Herndon, Virginia: Bilingual Press, Arizona State University, and Stylus Publishing, Herndon, VA..

Cortez, R., Carmona, J. (2014). Apartheid of Knowledge in Higher Education: Testimonios of Mujeres in Academia. In Pierre Orelus and Rochelle Brock (Ed.), Interrogating Critical Pedagogy: The Voices of Educators of Color in the Movement (pp. 60-75).

Gurung, B., Chavez, R. C. (2011). Transformative Multicultural Engagement on a Web 2.0 Interface: Forging a Multicultural Education 2.0.. In Gulsun Kurubaca & T. Volkan Yuzer (Ed.), Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality (pp. 15-46). Hershey, PA: Information Science Reference: IGI Global.

Haynes Writer, J., Baptiste, H. P. (2011). “Realizing Students’ Everyday Realities: Community Analysis as a Model for Social Justice.” [Reprint]. In N. P. Gallavan (Ed.), Annual Editions: Multicultural Education 16/e. McGraw-Hill Contemporary Learning Series. (pp. 241-247). Annual Editions: Multicultural Education.

Kim, K., Goodman, Y. M. (2011). Teaching Strategies that Revalue ELL Reader: Retrospective Miscue Analysis. In Richard J. Meyer & Kathryn F. Whitmore (Ed.), Reclaiming Reading: Teachers, Students and Researchers Regaining Spaces for Thinking and Action (pp. 99 – 110). New York & London: Routledge: Taylor & Francis Group. www.routledge.com

Chavez, R. C. (2010). Critical Inquiry: Introductory Musings on a Probable State of Teaching and Learning. In Tonya Huber (Ed.), Teaching <~> Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights Series: Vol. 3. Storied inquiries in international landscapes: An anthology of educational research (vol. 3, pp. 257-260). Charlotte, NC: Information Age Publishing.

Chavez, R. C. (2010). Giving Stories Life. In Tonya Huber (Ed.), Teaching <~> Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights Series: Vol. 3. Storied inquiries in international landscapes: An anthology of educational research (vol. 3, pp. 323-325). Charlotte, NC: Information Age Publishing.

Chavez, R. C. (2010). I Remember Paulo. In Wilson, T., Park, P., and Colón-Muñiz (Ed.), Memories of Paulo (pp. 101-104). Sense Publishers.

Hernandez, R., Araujo, B., Calderon, G., Indiatsi, J. (2010). Diversity coursework: Developing cultural competency. In Bustos Flores, B., Hernández Sheets, R., Riojas Clark, E (Ed.), .). Teacher Preparation for Bilingual Student Populations. New York: New York: Routledge.

Shirling, E., Martin-Beltran, M., Hernandez, A. (2010). Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Learners. In Faltis, C. and Valdes, G. (Ed.), National Society for Study of Education (NSSE) (2nd ed., vol. 109, pp. 386-413). National Society for the Study of Education Yearbook.

Tinajero, J., Munter, J., Araujo, B. (2010). Best Practices for Teaching Latino English Learners in U.S Schools. In Murillo, Villenas, Galvan, Sanchez Munoz, Martinez & Machado-Casas (Ed.), Handbook of Latinos and Education: Research, Theory, & Practice (pp. 488-502). New York: New York: Taylor and Francis Group..

Huerta, L. M. (2013). La importancia de volver a Marx en tiempos Neoliberales. Marx y el incisivo problema de la enajenación (pp. 7-10). Chihuahua: Editorial Doble Hélice.

Kaye, Candace Ed. (2013). College of Education Contextualizing Action Research: An eJournal.

Haynes Writer, Jeanette, & Pewewardy, C. Eds. (2010). “Indigenous Peoples’ Perspectives on Multicultural Education.”.

Journal Articles

Kim, K., Ng, P., Fahrenbruck, M. (2015). How University Students View Themselves as Literate Beings: Implementing Literacy Self-Evaluation Interviews in the United States and Hong Kong. To appear in The Reading Matrix: An International Online Journal. http://www.readingmatrix.com/editor_welcome.html

Perez, M. S., Cannella, G. S. (2015). Reflections on using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Ed.), Situational analysis in critical qualitative research and beyond. Walnut Creek: CA.: Left Coast Press.

Perez, M. S., Cannella, G. S. (2015). Using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Ed.), Situational analysis in critical qualitative research and beyond. Walnut Creek: CA.: Left Coast Press.

Araujo, B. (2014). Migrant Farmworker Student’s Counterstories: Contradicting Immigration Myths and Stereotypes.. To appear in Journal of Critical Pedagogy

Araujo, B., Carmona, J., Parra, J. L., Chavez, R. C. (2014). Digital explorations along the Borderlands: Transfronterizo youth, testimonio, and personal learning networks.. International Journal of Information Communication Technologies and Human Development, 6 (2), 16-31. www.IGI-Global.com

Baptiste, H. P., Araujo, B., Ashley, R. (2014). A Review of Encyclopedia of Diversity in Education.. Multicultural Education(Winter), 57-60.

Carmona, J. (2014). Cutting out Their Tongue: Translated Mujeres’ Testimonios. Journal of Latino-Latin American Studies (JOLLAS)., 6(4).

Chavez, Rudolfo C., & Garcia, Herman S. Eds. (2012). HSI Cultural Citizenship: Challenges For Transformation. Journal of Latinos and Education, Taylor & Frances.

Esquinca, A., Araujo, B., de la Piedra, M. (2014). Meaning Making and Translanguaging in a Two-Way. Bilingual Research Journal, 37, 164-181.

Kim, K., Liwanag, M., Duckett, P., Henderson, V. (2014). Critical Dialogues about the Reading Process with In-service Teachers and Children. To appear in Networks: An On-LIne Journal of Teacher Research. journals.library.wisc.edu/ojs/index.php/networks

Kinzer, C. J., Rincon, M., Gomez, L., Rincon, R., Ward, J. (2014). Voices from the Leadership Institute for Teachers (LIFT): Developing and Empowering Teacher Leaders to Improve Mathematics Learning.

Liwanag, M. P.S.U., Fahrenbruck, M., Kim, K. (2014). Using Reading Strategy Rulers to help readers become critically aware of multiple reading strategies. To appear in Elementary Education.

Montelongo, J., Hernandez, A., Herter, R. (2014). English-Spanish Cognates and the Pura Belpré Children’s Award Books: Reading the Word and the World. Multicultural Perspectives.

Oesterrich, H., Notron, N. E. L. (2014). Conversation currents: Co-researching with and among children and youth.. Language Arts, 91(7).

Oliver, K. L., Oesterrich, H., Aranda, R. (2014). ‘The sweetness of struggle’: Innovation in PETE through student-centered inquiry as curriculum in a physical education methods course.. Physical Education and Sport Pedagogy. http://dx.doi.org/10.1080/17408989.2013.803527

Perez, M. S. (2014). Complicating ‘victim’ narratives: Childhood agency within violent circumstances. Global Studies of Childhood, 4(2), 126-134. http://www.wwwords.co.uk/gsch/content/pdfs/4/issue4_2.asp

Perez, M. S., Cannella, G. S., Saavedra, C. M. (2014). Combining qualitative research perspectives and methods for critical social purposes: The neoliberal U.S. childhood public policy behemoth. International Review of Qualitative Research, 7(1), 130-153. http://www.jstor.org/stable/10.1525/irqr.2014.7.issue-1

Perez, M. S., Saavedra, C. M. (2014). Black and Chicana feminisms: Journeys towards spirituality and reconnection. In M. Bloch, B. B. Swadender, & G.S. Cannella (Ed.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism (pp. pp.157-166). NY, NY: Peter Lang. http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=75059

Perez, M. S., Williams, E. (2014). Black feminist activism: Theory as generating collective resistance. Multicultural Perspectives, 6(3), 125–132. www.tandfonline.com/toc/hmcp20/16/3#.VEU06xaKWSo

Reyes, C. M., Hernandez, C. M., Baptiste, H. P. (2014). Sociocultural factors influencing online instruction: A Latina perspective. IGI Global. www.igi-global.com

Reza-Lopez, E., Huerta, L. M., Reyes, L. (2014). Nepantlera Pedagogy: An axiological posture for preparing conscious critical teachers in the borderlands. Journal of Latinos and Education (13), 107-119.

Rutledge, D. W., Asing-Cashman, J., Gurung, B., Limbu, Y. (2014). Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitude, and Pedagogical Intention. International Journal of Teaching and Learning in Higher Education (IJTLHE), 66–77. www.isetl.org/ijtlhe/articleView.cfm?id=1684

Rutledge, D. W., Gurung, B. (2014). Digital Learners and the Overlapping of their Personal and Educational Digital Engagement. Computers & Education, 77, 91-100.

Saavedra, Cinthya M., & Perez, Michelle S. Eds. (2014). Rethinking Methodologies: Chicana/Latina Feminist(s) Possibilities. Journal of Latino-Latin American Studies(1549-9502). http://jollas.metapress.com/content/v82485100658/

Trespalacios, J., Trujillo, K. M., Uribe-Florez, L. J. (2014). Integrating Multimedia Animations to Support Common Core State Standards in Mathematics Classrooms. In Drew Polly (Ed.), Cases on Technology Integration in Mathematics Education.

Uribe-Florez, L. J. (2014). Manipulative use to support ELL’s mathematics learning. XIV ICRSME (pp. 33-44).

Uribe-Florez, L. J., Araujo, B., Franzak, M., Haynes Writer, J. (2014). Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners. Action in Teacher Education (ATE), 36(3), 234-246.

Araujo, B. (2013). Real and Symbolic Violence in the U.S. Mexico Border and the Capital Student’s Use in Response. International Journal of Qualitative Research, 3(26), 263-278.

Henderson, V., Kim, K., Dziwenka, R. J. (2013). Engaging Literacy Practices to Suppoet Culturally and Linguistically Diverse Students. NM Journal of Reading. www.nmira.org/nm-journal-of-reading.html

Hernandez, A. (2013). Advocacy for Literacy: Perspective of the International Reading Association. New Mexico Journal of Reading, 34, 14-18.

Hernandez, A. (2013). Interview with Julie Collins: Advocating for literacy. New Mexico Journal of Reading, 34, 7-13.

Hernandez, A., Montelongo, J. (2013). Dialogue journals: Students and Teachers Communicating authentically in Writing. The New Mexico Journal of Reading, 33, 37-44.

Huerta, L. M. (2013). Acercando la pedagogía crítica a las aulas. Revista Educación(5),
4-5.

Kinzer, C. J., Bradley, J., Morandi, P. J. (2013). Utilizing Feedback to Support Course Improvement and Learning. Mathematics Enthusiast Journal.

Liwanag, M., Kim, K., Duckett, P. (2013). Children revaluing themselves as readers and writers: Critical dialogues in children’s literature exploring identities. To appear in The World of Words: Wow Stories.
wowlit.org/

Montelongo, J. A., Hernandez, A., Ruiz, M. (2013). Using Picture Books to Develop English-Spanish cognate Recognition in Primary Schools English Learners. New Mexico Journal of Reading, 33(2), 7-11.

Montelongo, J., Duran, R., Hernandez, A. (2013). English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs. Bilingual Research Journal, 36(2), 1-16.

Oliver, K. L., Oesterrich, H. (2013). “We lived the process rather than learned about it at the university”: Student-Centered Inquiry as Curriculum as a Model for Field Based Teacher Education. Journal of Curriculum Studies, 45(3), 394-417.

Orelus, P. (2013). Decolonizing Schools and Our Mentality: Narratives for pedagogical possibilities from a former high school teacher and colonized subject. The Excellence in Education Journal, 3, 12-22.

Orelus, P. (2013). Think College Now!: Examining the Role of Parents’ and Teachers’ Expectations and Support in the Academic Achievement of Linguistically and Culturally Diverse Students. Journal of Education and Social Justice, 1, 73-85..

Orelus, P. (2013). Whitecentricism Exposed: An anti-colonial analysis for transformative educational and social change. Journal of Post-colonial Cultures and Society, 3(3&4), 114-140.

Perez, M. S., Cannella, G. S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping post Katrina New Orleans. Qualitative Inquiry, 19(7), 505-517. http://qix.sagepub.com/

Perez, M. S., Cannella, G. S. (2013). Using situational analysis for critical qualitative research purposes. In A.E. Clarke & K. Charmaz (Ed.), Grounded theory and situational analysis. 4 vols., Sage Benchmarks in Social Research Series (pp. pp.131-147). London: Sage. www.uk.sagepub.com/refbooks/Book235814#tabview=toc

Perez, M. S., Pasque, P. A. (2013). Challenging the neoliberal climate in academia from mentoring perspectives: Critical reflections from our future selves. Cultural Studies <=> Critical Methodologies. http://csc.sagepub.com/

Rutledge, D. W., Asing-Cashment, J. (2013). In R. McBride & M. Searson (Ed.), Examining Technology Adoption by Mathematics Professors. (2013th ed., pp. pp. 4769-4776). Chesapeake, VA: AACE. http://www.editlib.org/p/48882

Rutledge, D. W., Asing-Cashment, J., Gurung, B., Arouri, Y., Abdelmalak, M., Pawielski, Y., Ryan, A. (2013). In R. McBride & M. Searson (Ed.), Examining digital native preservice teachers’ perceptions of an educational technology course: Part 1 (pp. pp. 3012-3014). Chesapeake, VA: AACE. http://www.editlib.org/p/48553

Rutledge, D. W., Asing-Cashment, J., Gurung, B., Arouri, Y., Abdelmalak, M., Pawielski, Y., Ryan, A. (2013). In R. McBride & M. Searson (Ed.), Examining digital native preservice teachers’ perceptions of an educational technology course: Part 2 (pp. 3015-3017). AACE. http://www.editlib.org/p/48554

Saavedra, Cinthya M., & Perez, Michelle S. Eds. (2013). Chicana/Latina Feminism(s): Negotiating Pedagogical Borderlands. Journal of Latino-Latin American Studies. http://jollas.metapress.com/content/k86861897506/

Torres, M. N., Ruiz, M. (2013). Digital Measures: Illusory language of fairnes for evaluating faculty persormance. Chronicle of Higher Education.

Torres, M. N., Ruiz, M. (2013). Succeeding with Latino students through an empowering pedagogy of living language. New Mexico Journal of Reading, 33(2), 14-20.

Torres, M. N., Ruiz, M. (2013). Techno-euphoria as a visa for neoliberal/neoconservative capitalism’s invasion of academia: The case of Digital Measures. Academia.

Trujillo, K., Wiburg, K., Savic, M., McKee, K. (2013). Chapter 6: Teachers Learn How to Effectively Integrate Mobile Technology by Teaching Students Using Math Snacks Animations and Games. In Keengwe,J (Ed.), Pedagogical Applications and Social Effects of Mobile Technology Integration, Information Science Reference (pp. 98-112). Hersey, Pennsylvania: IPI Global.

Valdez, A., Trujillo, K. M., Wiburg, K. (2013). Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics. To appear in Journal of Curriculum and Teaching, 2(2), 154-161.

Araujo, B. (2012). Knowledge from the Fields: A Migrant Farmworker Students Community Cultural Wealth. Diaspora, Indigenous and Minority Education..

Baker, J. S. (2012). Bridging literature to literacy through authentic reading experiences. In Jeff Danelian (Ed.), Teaching for High Potential (pp. 12-13). Washington D.C.: National Association for Gifted Children.

Brown, J., Kim, K., O’Brien de Ramirez, K. (2012). What a teacher hears, what a reader sees: The eye movement of a phonics taught second grader. Journal of Early Childhood Literacy, SEGA, 12 (2), pp. 202-222. www.sagepublications.com

Cannella, G. S., Perez, M. S. (2012). Emboldened patriarchy in higher education: Feminist readings of capitalism, violence, and power. Cultural Studies <=> Critical Methodologies, 12(4), 279-286. http://csc.sagepub.com/

Chavez, R. C., Garcia, H. S., Greene, D., Lara, A. S., Lara, D. M., Posadas, C. E., Medina, C. A., Oesterrich, H., Ruiz, M., Valverde, M. (2012). Introduction: HSI Cultural Citizenship: Challenges for Transformation. Taylor & Frances, 11(3), 143-149.

De la Piedra, M., Araujo, B. (2012). Literacies Crossing Borders: The Literacy Practices of Transnational Students in a Dual Language Program on the U.S-Mexico Border. Language and Intercultural Communication, 12(3), 214-229.

De la Piedra, M., Araujo, B. (2012). Transfronterizo Literacies and Content in a Dual Language Program. International Journal of Bilingual Education and Bilingualism, 1-17.

Greene, D., Oesterrich, H. (2012). White Profs at HSIs: Radical Revolutionaries or Complicit Colonists. Journal of Latinos and Education, 11(3), 168-174.

Haynes Writer, J., Oesterrich, H. (2012). “Native Women Teacher Candidates “With Strength”: Rejecting Deficits and Restructuring Institutions Utilizing Tribal Critical Race Theory.”. Association of Teacher Educators (ATE) Teacher Education Yearbook XX:, 33 (5-6), 509-523.

Hernandez, A., Montelongo, J. (2012). Using Picture Books to Develop English-Spanish Cognate Recognition in Primary School English Learners. New Mexico Journal of Reading, 33, 7-11.

Hernandez, A., Montelongo, J. A., Minjares, P., Oblack, A. (2012). English-Spanish Cognate Phenomena in a Fourth-Grade Classroom. New Mexico Journal of Reading, 32(2), 7-11.

Kinzer, C. J., Virag, L., Morales, S. (2012). Partnerships for Learning:Using an Innovation Configuration Map to Guide School-University Partnerships. Journal of Mathematics Education Leadership, 14(1), 53-62.

Kinzer, C. J., Wiburg, K., Virag, L. (2012). University/public school research partnerships in mathematics. Journal for National Council of Supervisors of Mathematics, 61-69.

Meyer, R. J., Kim, K., Franzak, J. (2012). When Common Sense is Just Not Good Enough: The Real Science Behind Reading. The New Mexico Journal of Reading, XXXII(3), pp. 7-13.

Orelus, P. (2012). Being Black and Brown in the 21st Century: Challenges and Pedagogical Possibilities. Sage Open Journal, 2 (4). http://SGO.sagepub.com/content/2/4/2158244012464979.abstract

Orelus, P. (2012). Facing with Courage Racial and Linguistic Discrimination: The Counternarrative of an ELL Immigrant of Color Living in the U.S. Diaspora.. Diaspora, Indigenous, and Minority Education Journal, 6(1),
19-33.

Orelus, P. (2012). Re-examining the Role of Intellectuals in Times of War through The Lens of Edward Said’s Work: A call for action to transformative educators. Journal of Transformative Education..

Orelus, P. (2012). Unveiling the web of race, class, language, and gender oppression: Challenges for social justice educators. Race, Gender & Class Journal, 9(3&4), 35-51.

Perez, M. S., Cannella, G. S. (2011). Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans. International Critical Childhood Policy Studies Journal, 4(1), 47-68. http://journals.sfu.ca/iccps/index.php/childhoods

Russell, S. J., Shifter, D., Bastable, V., Kinzer, C. J., et al. (2012). Connecting Arithmetic to Algebra. (2011) Course Guide and Book for Online Courses. In Russell, S.  Shifter, D,Bastable, V, (Ed.), I am not the primary author just a contributor to the course materials. Portsmouth NH: Heineman.

Rutledge, D. W., Asing-Cashman, J., Abdelmarek, M., Gurung, B., Arouri, Y., Pawielski, Y. (2012). In P. Resta (Ed.), Rutledge, D., Asing-Cashman, J., Abdelmalak, M., Gurung, B., Arouri, Y. & Pawielski, Y. (2012). Introduction to Integrating Technology into Teaching: Developing a course for pre-service teachers. (vol. 2012, pp. (pp. 3048-3050)). Chesapeake, VA: AACE: Proceedings of Society for Information Technology & Teacher Education International Conference. www.editlib.org/p/40055

Saavedra, C. M., Perez, M. S. (2012). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. Equity and Excellence in Education, 45(3), 430-443. http://www.tandfonline.com/toc/ueee20/current#.UlM0WRAqPII

Araujo, B. (2011). The College Assistance Migrant Program: A Valuable Resource for Migrant Farmworker Students. Journal of Hispanic Higher Education..

Carmona, J. (2011). Veracruz to Amherst: Undocumented Student to Postdoctoral Fellow. Chicana/Latina Studies: The Journal of MALCS, 10(2), 32-39.

Huerta, L. M., McLaren, P. (2011). Educación Pública y Formación de Profesores: Una Visión desde la Pedagogía Crítica Revolucionaria. Revista Innovación Educativa, 54(enero-marzo, 2011).

Kinzer, C. J., Virag, L., Morales, S. (2011). A Reflective Protocol for Mathematics Learning Environments. Teaching Children Mathematics Journal, 17(8), 480-487.

Liwanag, M., Kim, K. (2011). Pre-service Teachers as Kidwatchers: learning to observe and document how children read.. Talking Points, 22(2), pp. 15-21. http://www.ncte.org/journals/tp

Montelongo, J., Hernandez, A., Herter, R. J., Cuello, J. (2011). Using Cognates to Scaffold Context Clue Strategies for Latino ELs. The Reading Teacher, 64,
429-434.

Oesterrich, H., Knight, M. M. (2011). Opening our eyes, changing our practices:  Learning through the transnational lifeworlds of teachers.. Intercultural Education, 22(3), 203-215.

Orelus, P. (2011). Linguistic Apartheid and the English-only Movement.. Encounter, 24(3), 15-32.

Perez, M. S., Cannella, G. S. (2011). Using situational analysis for critical qualitative research purposes. In N.K. Denzin & M.D. Giardina (Ed.), Qualitative Inquiry and Global Crises (pp. 97-117). Walnut Creek, CA: Left Coast Press.

Perez, M. S., Cannella, G. S. (2011). Window into grounded theory: Michelle Pérez and Gaile Cannella on the use of situational analysis. In M. Birks & J. Mills (Ed.), Grounded theory: A practical guide (pp. p.142). Los Angeles, CA: Sage.

Rutledge, D. W. (2011). The development of new media literacy and instruction: A review of risks, challenges and opportunities for K-12 students.. Critical Issues in Literacy Pedagogy: Notes from the Trenches. San Diego, CA: University Readers.

Torres, M. N., Hurtado-Vivas, R. (2011). Playing fair with Latino parents as parents, not teachers:Beyond reducing family literacy to assisting homework.. Journal of Latinos and Education, 10 (3), 223-244.

Torres, M. N., Reyes, L. (2011). Research as Praxis: Democratizing Education Epistemologies. Critical Qualitative Research (pp. 230). New York, NY: Peter
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Baker, J. S., Rowlison, T. (2010). Engaging literacy instruction strategies for adolescent gifted students. The New Mexico Journal of Reading, 30(3), 8-12.

Haynes Writer, J. (2010). “Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood.”. Action in Teacher Education, 32(2), 70-81.

Huerta, L. M., McLare, P. (2010). El cambio educativo, el capitalismo global y la pedagogía crítica revolucionaria. Revista Mexicana de Investigación Educativa, 15(47), 1124-1130. http://www.comie.org.mx/v1/revista/portal.php?idm=es&sec=SC03&&sub=SBB&criterio=ART47001

Kim, K., Duckett, P., Brown, J. (2010). Reframing the reading process with pre-service teachers through the critical lens of EMMA (Eye Movement and Miscue Analysis). Talking Points, 22(1), pp. 10-14. www.ncte.org/journals/tp

Kinzer, C. J., Bradley, J. (2010). A district mathematics leadership team: Deepening the collective focus.. Journal of Mathematics Education Leadership, 13(1), 33-46.

Kinzer, C. J., Wiburg, K., Virag, L. (2010). University/public school research partnerships in mathematics. Border Walking Journal, 61-69.

Montelongo, J. A., Hernandez, A., Herter, R. J., Hernandez, C. (2010). The Transparency and Morphology of Spanish-English Cognate Nouns. The California Reader, 43(2), 5-10.

Oesterrich, H., Camp, E. (2010). Uncommon teaching in common sense times: A case study of a critical multicultural educator & the academic success of diverse student populations. Multicultural Education, 17(2), 20-26.

Orelus, P., Hills, M. D. (2010). Rethinking Literacy Development of Bilingual Students with Special Needs: Challenges, struggles and growth. International Journal of Special Education, Volume 25(No.2),
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Uribe-Florez, L. J. (2010). Elementary School Teachers’ Manipulative Use. School Science and Mathematics, 110 (7), 363-371. http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2010.00046.x/abstract

Monographs

Huerta, L. M., McLaren, P. (2012). Educación pública y democracia: Reflexiones desde la pedagogía crítica revolucionaria. Cuadernos de Pedagogía Crítica Número 4. Chihuahua: Instituto de Pedagogía Crítica.

Martinez, D. C., Huerta, L. M. (2014). Evaluación estandarizada en las escuelas: La deshumanización al servicio del neoliberalismo (5th ed., pp. 28). Chihuahua: Cuadernos de Pedagogía Crítica.

Parra, J. L. (2010). Public Media Use and Our Children www.newmexicoinfocus.org/inFocus/2010/12/public-square-media-usage-and-our-children/

Parra, J. L. (2010). Transforming Teachers and Classrooms with Online Learning: The Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices (pp. 264). Saarbrücken: LAP LAMBERT Academic Publishing.