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). 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. 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). 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., & 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).