Please click on the headers below to view CEEL's curated list of publications by topic.
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The Center for Equity for English Learners announces its newest publication, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Comprised of over 350 annotations of both recent and seminal literature, this annotated bibliography supersedes the previous version and serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
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Armas, E., Gonzalez-Amador, M., & O'Brien, G., (2007). Assessment for English Learners: What Can It Show Us? California Association for Supervision and Curriculum Development [News brief, Winter 2007], 5-11. 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, 40(4), 10-18. 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. 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. (2003). Think aloud protocols: Teaching reading processes to young bilingual students. Center for Applied Linguistics. -
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. 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. -
Cadiero-Kaplan, K., Lavadenz, M., & Armas, E.G. (2012). Essential Elements of Effective Practices for English Learners (1). Hernández, A., & Lavadenz, M. (2012). Mapping Writing Development in Young Bilingual Learners. Multilingual Educator. California Association for Bilingual Education, pp. 15-20. Lavadenz, M. & Armas, E. G. (2008). Differentiated Instruction for English Learners. Journal of the California Association of Teachers of English, 13(4), 14-18. 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. O'Brien, G., Lavadenz, M., & Armas, E. (2014). Project-Based Learning for English Learners: Promises and Challenges. Multilingual Educator. California Association for Bilingual Education, pp. 24-28. -
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 3(3), 23. -
Dell'Olio, F., & Anguiano, K. (2008). Vision as an Impetus for Success: Perspectives of Site Principals. Education and Policy Brief, (No.2). Lavadenz, M., Kaminski, L. R. G., Armas, E. G., & López, G. V. (2021). Equity Leadership for English Learners During COVID-19: Early Lessons. Frontiers in Education. https://doi.org/10.3389/feduc.2021.636281. Olsen, L. (2011). The PROMISE model: An English-Learner Focused Approach to School Reform. Education and Policy Brief, (No.3). -
Armas, E., Lavadenz, M., & Olsen, L. (2015). Falling Short on the Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, Loyola Marymount University & Wexford Institute (2020). Sobrato Early Academic Language (SEAL) Model: Final report of findings from a four-year study. https://doi.org/10.15365/ceel.seal2020. Colón Muñiz, A. & Lavadenz, M. (2015). 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) (pp.16–23). Routledge. Lavadenz, M. & O'Brien, G. (2017). District Administrators' Perspectives on the Impact of the Local Control Funding Formula on English Learners. Education and Policy Brief, (No.6). Lavadenz, M., Armas, E. & Robles, N. (2019). Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Education and Policy Brief (No. 7). Lavadenz, M., Armas, E., & Jauregui Hodge, S. (2018). Masking the focus on English learners: The consequences of California's accountability system dashboard results on year 4 Local Control and Accountability Plans (LCAPs) Lavadenz, M., O’Brien, G., & Armas, E. (2020). The Local Control and Accountability Plan (LCAP) Toolkit: Using research-based tools to promote equity for English Learners. Long Beach, CA: Californians Together. Murillo, M. & Lavadenz, M. (2020). Examining English Learners' College Readiness and Postsecondary Enrollment in California. Education Policy Brief (No. 8). 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. & Armas, E. (2011). Fostering Home-School Collaboration in Diverse Communities. In Hands, C. & Hubbard, L. (Eds.). Including Families and Communities in Urban Education (pp.99-118). Information Age Publishers. Lavadenz, M. (2008). Visibly Hidden: Issues of Language, Culture and Identity of Central Americans in Los Angeles. Association of Mexican American Educators, 2(1). Lavadenz, M. (2015). 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) (pp. 192-198). Routledge. 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). -
Armas, E.G., & Lavadenz, M. (2011, June 27-30). The Observation Protocol for Academic Literacies (OPAL): A Tool for Support Teachers of English Language Learners [Conference handout]. California Association for Bilingual Education, Two-Way CABE Conference, Sacramento, CA, United States. Cadiero Kaplan, K., Lavadenz, M., & Armas, E. (2011). Essential Elements of Effective Practices for English Learners. Policy Brief, (No.1). Colón-Muñiz, A., Lavadenz, M., & Armas, E.G. (2022). The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Loyola Marymount University Center for Equity for English Learners. doi: https://doi.org/10.15365/ceel.IHES2022. Lavadenz, M. (2011). From Theory to Practice for Teachers of English Learners. CATESOL Journal, 22(1), 18-47. Lavadenz, M. (2011). Pedagogies of Questioning: Bilingual Teacher Researchers and Transformative Inquiry. California Association for Bilingual Education. Lavadenz, M. (2014). Como Hablar en Silencio (Like Speaking in Silence): Issues in Language, Culture And Identity of Central Americans in Los Angeles. In A. Darder & R. Torres (Eds.), Latinos and Education Reader (pp.39–109). Routledge. Lavadenz, M., Armas, E. (2023). An Exploratory Study of Bilingual Teacher Residencies. California Council on Teacher Education (CCTE) Fall 2023 Research Monograph, 73-90. https://doi.org/10.15365/ceel.article.2023.1. Lavadenz, M., & Hollins, E. (2015). Urban Schools as a Context for Teaching and Learning Teaching. In E. R. Hollins (Ed.) Rethinking Field Experiences in Pre-Service Teacher Education (pp.1-14). Routledge. Lavadenz, M., & Muñiz, A. (2016). The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Education and Policy Brief, (No.5). Lü, C., & Lavadenz, M. (2014). Native Chinese‐speaking k–12 language teachers' beliefs and practices. Foreign Language Annals, 47(4), 630-652. 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).