Publications

Lavadenz & Armas (OPAL book in development). Using the OPAL to Enhance Instructional Expertise for Teachers of English Learners. Multilingual Matters.

Lavadenz, M., Armas, E., & Lim, H. (under review). A Validation Study of the Observation Protocol for Academic Literacies (OPAL).

Armas, E., Lavadenz, M. & Barajas, R. (under review). Preventing Long-Term English Learners: Results of a Project-Centered, Differentiated ELD Intervention Program.

Colón Muñiz, A. & Lavadenz, M. (2016). Latino Educational Civil Rights: A Critical Sociohistorical Narrative Analysis. In: Colón Muñiz, A. & Lavadenz, M. Latinos and Educational Civil Rights: La Lucha Sigue (The Struggle Continues). Routledge: NY.

Lavadenz, M. (2016). Latinos and Social Capitalization: Taking Back Our Schools. In: Colón Muñiz, A. & Lavadenz, M. Latinos and Educational Civil Rights: La Lucha Sigue (The Struggle Continues). Routledge: NY.

Lavadenz, M., & Muñiz, A. (2016). The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Education and Policy Brief, (No.5).

Olsen, L., Armas, E., & Lavadenz, M. (2016). A Review of Year 2 LCAPs: A Weak Response to English Learners. Californians Together and The Center for Equity for English Learners and Loyola Marymount University.

Lavadenz, M., & Hollins, E. (2015). Urban Schools as a Context for Teaching and Learning Teaching. In: E. Hollins (Ed.) Rethinking Field Experiences in Pre-Service Teacher Education. Routledge: NY.

Matera, C. (2015). Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Education and Policy Brief, (No.4).

Armas, E., Lavadenz, M., & Olsen, L. (2015). Falling Short on the Promise to English Learners: A Report on Year One LCAPs.

Lavadenz, M. (2014). Como Hablar en Silencio (Like Speaking in Silence): Issues in Language, Culture And Identity of Central Americans in Los Angeles. In: Latinos and Education Reader (A. Darder & R. Torres, Eds). Routledge:NY.

Lu, C. & Lavadenz, M. (2014). Native Chinese-Speaking K–12 Language Teachers' Beliefs and

Practices. Foreign Language Annals. pp.630-652. DOI: 10.1111/flan.12111

O'Brien, G., Lavadenz, M., & Armas, E. (2014). Project-Based Learning for English Learners: Promises and Challenges. (2014). Multilingual Educator. California Association for Bilingual Education, pp. 24-28.

Matera, C., Lavadenz, M., & Armas, E. (2013). Dialogic Reading and the Development of Transitional Kindergarten Teachers' Expertise with Dual Language Learners. Multilingual Educator. California Association for Bilingual Education, pp. 36-39.

Gold, N., Lavadenz, M., Hernández, M., & Coleman, S. (2013). Equitable and Fair Assessments of English learners in California's New Assessment System. Multilingual Educator. California Association for Bilingual Education, pp. 16-18.

Lavadenz, M., Armas, E., & Barajas, R. (2012). Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. Multilingual Educator. California Association for Bilingual Education, pp. 24-29.

Hernández, A., & Lavadenz, M. (2012). Mapping Writing Development in Young Bilingual Learners. Multilingual Educator. California Association for Bilingual Education, pp. 15-20.

Cadiero-Kaplan, K., Lavadenz, M., & Armas, E.G. (2012). Essential Elements of Effective Practices for English Learners (1).

Olsen, L. (2011). The PROMISE model: An English-Learner Focused Approach to School Reform. Education and Policy Brief, (No.3).

Estrada K. & Lavadenz. M. Spring 2011. Factors Influencing the Disproportionality of ELs with Specific Learning Disability. AccELLerate: The quarterly review of the National Clearinghouse for English Language Acquisition. Volume 3: Issue 3, p. 23.

Lavadenz, M. (2011). From Theory to Practice for Teachers of English Learners. CATESOL Journal, Spring 2011.

Lavadenz, M. (2011). Questioning our practices: Bilingual Teachers -Researchers and Transformative Inquiry. California Association for Bilingual Education: California.

Lavadenz, M., Armas, E., & Matera, C. (2011). "Doing What Works" for Transitional Kindergarten Dual Language Learners: A focus on effective classroom practices for dialogic reading. West Ed. San Francisco, CA.

Lavadenz, M. & Armas, E. (2011). Fostering Home-School Collaboration in Diverse Communities. In: Including Families and Communities in Urban Education. Information Age Publishers.

Lavadenz, M., Armas, E., & Matera, C. (2011). "Doing What Works" for Transition Kindergarten Dual Language Learners: A focus on effective classroom practices for dialogic reading.

Cadiero Kaplan, K., Lavadenz, M., & Armas, E. (2011). Essential Elements of Effective Practices for English Learners. Policy Brief, No.1, 1-5.

Armas, E.G., & Lavadenz, M. (2011). The Observation Protocol for Academic Literacies (OPAL): A Tool for Support Teachers of English Language Learners. In: The Multilingual Educator. California Association for Bilingual Education.

Dell'Olio, F. (2010). The Impact of PROMISE on Leadership, Chapter 5. THE PROMISE INITIATIVE (Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners): A Three-Year Pilot Study Research Monograph. PROMISE: CA

Lavadenz, M. & Armas, E. (2010). The Impact of PROMISE on Classroom Practices, Chapter 4. THE PROMISE INITIATIVE (Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners): A Three-Year Pilot Study Research Monograph. PROMISE: CA

Lavadenz, M. & Armas, E. G. (2008). Differentiated Instruction for English Learners. Journal of the California Association of Teachers of English, v. 13, 4, April 2008, pp 14-18.

Lavadenz, M. (Fall, 2008). Visibly Hidden: Issues of Language, Culture and Identity of Central Americans in Los Angeles. Journal of the Association of Mexican American Educators.

Dell'Olio, F., & Anguiano, K. (2008). Vision as an Impetus for Success: Perspectives of Site Principals. Education and Policy Brief, (No.2).

Beltran, D., Armas, E., Hernandez, D., Gonzalez, M., O'Brien, G., Bonilla, D. (2005, 2007). English Language Development Retell Assessment (ELDRA) Handbook. Los Angeles County Office of Education. Los Angeles, CA.

Armas, E., Gonzalez-Amador, M., O'Brien, G., and Beltran, D. C. (2007). The English Language Development Retell Assessment (ELDRA): A Lens Into Language Proficiency. The California Reader. California Reading Association, Summer 2007, v. 40, 4, pp. 10-18.

Armas, E., Gonzalez-Amador, M., and O'Brien, G., (2007). Assessment for English Learners: What Can It Show Us? California Association for Supervision and Curriculum Development. News brief, Winter 2007, pp. 5-11.

Lavadenz, M., Armas, E., & Villanueva, I. (2007). Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Education and Policy Brief, (No.1).

Lavadenz, M. (2003). Think aloud protocols: Teaching reading processes to young bilingual students. Center for Applied Linguistics.