LLCS Student Publications
Compiled Spring 2010
Alexandru, A. (2002) 'Homework check episodes in the classroom. An examination of foreign language learning motivation through power relations'. Unpublished manuscript.
Alexandru, A. 2008. 'Miss, do we really have to pass this class?' Examining discourses in the middle school students' foreign language classroom'. Berlin:VDM Verlag
Allen, J. (2001). Reimagining Reading (CD): A Literacy Institute, Stenhouse Publishers.
Allen, J. (2005). Reading History: A Practical Guide to Improving. Literacy, Oxford University Press.
Allen, J. (2007). Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12, Portland, ME: Stenhouse publishers.
Bao, H. (2009). Is this social injustice or just intercultural miscommunication? An inquiry from a mother of a minority baseball player in Pioneer Valley. Real Worlds: Student & Teacher Dialogue on Diversity & Community. .
Bao, H. (2006). Computer means/changes my life": ESL students and computer-mediated technology. Education Multicultural Magazine of Electronic. 8(1),. .
Bode, P. (2005). Waiting tables and juggling motherhood: Taking the road less traveled. In S. Nieto (Ed.), Why We Teach (pp. 49-57). New York: Teachers College Press.
Bode, P. (2008). Multicultural Education: Histories and Definitions. In Psychology of Learning Research Handbook. Farmington Hills: Thomson Learning/Cengage.
Bode, P. (2008). Radicalizing the Reading of the World Through Art. In S. Nieto (Editor), Dear Paulo: Letters from those who dare teach (pp. 74-77). Boulder: Paradigm.
Bode, P. (2009). The Circulatory System of Oil Contamination, Visual Culture, and Amazon Indigenous Life. In A. Arnold, A. Kuo, E. Delacruz & M. Parsons (Eds.). Globalization, Art, and Education. Reston, VA: NAEA..
Bode, P., Elton, N. & Shuman, R. (2009). Asking and Listening with High Expectations. In D. Fehr and M. Cain Fehr (Eds). Teaching Boldly! New York: Peter Lang.
Botelho, M. J. (2010). Critical pedagogy, empowerment and learning. In S. Nieto, The light in their eyes: Creating multicultural learning communities (Second Edition). New York: Teachers College Press.
Botelho, M. J. (2008). Re-reading the text. In S. Nieto (Ed.), Dear Paulo: Letter from those who dare teach. Boulder, CO: Paradigm Publishers.
Botelho, M. J. (2007). Naming practices: Defining critical multicultural literacies. Orbit, 36(3), 27-30.
Botelho, M. J., Cohen, S., Leoni, L., Chow, P., & Sastri, P. (2010). Respecting children’s cultural and linguistic knowledge: The pedagogical possibilities and challenges of multiliteracies in schools. In M. L. Dantas & P. Manyak (Eds.), Home-school connections in a multicultural society: Learning from and with culturally and linguistically diverse families. New York: Routledge.
Botelho, M. J. & Rudman, M. K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. New York: Routledge.
Botelho, M. J., Turner, V. & Wright, M. (2006). We have stories to tell: Gathering and publishing stories in a Puerto Rican community. School Talk, 11(4), 2-3.
Botelho, M. J., Nappi, T. & Young, S. (2009). The hybrid of verse novels. Multicultural Perspectives.
Botelho, M. J., Richter, M., Cleavou, Y. & Jupiter, C. (2008). Canadian Children’s Literature. Multicultural Perspectives.
Botelho, M. J. (2008). Representation of Mexican American farmworkers in children’s literature. Guide to New Resources, Multicultural Perspectives.
Botelho, M. J. (2007). The English language learner: Honoring children’s cultural and linguistic knowledge. Guide to New Resources, Multicultural Perspectives.
Botelho, M. J. (2006). The No Child Left Behind Act and classroom literacy teaching and learning. Guide to New Resources, Multicultural Perspectives.
Botelho, M. J. & Rudman, M. K.. (2002). Reading corner for educators: Critical Literacy and social justice. Language Arts, 79(5): 430-431.
Botelho, M. J & Gibson-Gates, Cathi. (2008). Posing Questions Together: Critical Collaborative Inquiry in Initial Teacher Education. Initial Teacher Education: Enriching and Extending Partnerships, OISE/University of Toronto.
Chevan J, Atherton H, Hart M, Holland C, Larue B, Kaufman R. (2003). Nontarget and target-oriented functional reach among elderly individuals at risk for falls. Journal of Geriatric Physical Therapy 26(2), 22-25.
Clements, M., & Kelley, J. E. (2007). "That old man doesn't understand what happened.": Understanding acculturation through children's literature. The Dragon Lode, 25(2), 28-38.
Cohen, J. (2000). “Disabled Women in El Salvador Reframing Themselves: An Economic Development Program”, Research and Inequality, Taylor and Francis.
Doerr, N. & Kumagai, Y. (in press). Towards a Critical Orientation in Second Language Education. In Doerr, N. (Ed.). Native Speakers Effects: Standardization, Hybridity, and Power in Language Politics (pp.299-318). Mouton de Gruyter..
El-bisi, J. (2008). Critical Intertextuality. Berlin:VDM Verlag
Fisher, E. (2005). Black Student Achievement and the Oppositional Culture Model. The Journal of Negro Education, 74(3), 201-209.
Fisher, E. (2008). The n-word: reducing verbal pollution in schools, the clearing house, 81(6), 278-281.
French, K. (2005). Teaching for empowerment, love, and mentorship. In S. Nieto (Ed.)(, Why we teach (pp. 121-126). New York: Teachers College Press.
French, K. (2008). A love letter to Paulo Freire. In S. Nieto (Ed.), Dear Paulo: Letters from those who dare teach (pp. 130-131). Boulder, CO: Paradigm Publishers.
French, K. (2008). Instructor's manual for Affirming Diversity: The sociopolitical context of multicultural education. Boston, MA: Allyn & Bacon.
Gebhard, M., Harman, R. & Seger, W. (2007). Unpacking academic literacy for ELLs in the context of high-stakes school reform: The potential of systemic functional linguistics. Language Arts 84(5), 419-430.
Harman, R. (2007). Critical teacher education: Discursive dance of an urban middle school teacher. Language and Education 21(1), 31-45.
Harman, R. (in review). Language-Based Instruction in Teaching Literature: Intertextual Responses of a Struggling Fifth-Grade Writer. Research in Teaching of English.
Harman, R. with French, K. (in review). Critical Performative Pedagogy and Urban Teacher Education: Voices from the Field? 11th Volume of the Play and Culture Series.
He, Z.; Bao, H. (2000). Patient Huishen: Who first discovered America. Yunnan University Press.
Henninger, M.L., Pagnano, K.B., Patton, K., Griffin, L.L, & Dodds, P. (2006). Novice volleyball players’ knowledge of games, strategies, tactics, and decision-making in the context of game play. Journal of Teaching in Physical Education New Zealand, 39(1), 34-46.
Hintze, J & Loughlin, J.E. (2000). Polemics aside: Exploring effective approaches to reading instruction. School Psychology Quarterly 15, 365-372.
Hintze, J.M., Christ, T.J., & Methe, S.A. (2006). Curriculum-based assessment. Psychology in the Schools. 43, 45-56.
Huh, Julianne S. J. (2008). Globalization, Confucianism and Vygotskian Teaching Practices: An Ethnography of Teaching and Learning EFL in a Korean University. Saarbrucken, Germany, VDM Verlag.
Irizarry, J.G. & Antrop-González, R. (2007). RicanStructing the discourse and promoting school success: Extending a theory of CRP to DiaspoRicans. Centro Journal of the Center for Puerto Rican Studies, 20(2), 36-59.
Irizarry, J.G. & Raible, J. (2010). As cultures collide: Unpacking the sociopolitical context surrounding English Language Learners. In Milner, H.R.(Ed) (2010). Culture, Curriculum, and Identity in Education: Progressive Perspectives on Research, Theory, and Practice. New York, NY: Palgrave Macmillan, 129-158.
Irizarry, J.G. (2006). Latinos and racial identity: Blurring the color line and creating fluid understandings of identity. In Milner, R. & Ross, W. (Eds.). Race, Ethnicity, and Education: The Influences of Racial and Ethnic Identity in Education. Westport, CT: Greenwood/Praeger Publishing, 57-68.
Irizarry, J.G. (2006). Stances on Multilingual and Multicultural Education: The importance of historical and sociopolitical context. Language Arts, 84(2), 172.
Irizarry, J.G. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities, and culturally responsive pedagogy. Multicultural Perspectives, 9(3), 1-7.
Irizarry, J.G. (2007). Home-growing teachers of color for urban schools: Lessons learned from a town-gown partnership. Teacher Education Quarterly, 34(4), 87-102.
Irizarry, J.G. (2008). Cultural Deficit Perspective. In Anderman, E.(Ed.). Psychology of Classroom Learning: An Encyclopedia. Farmington Hills, MI:Thomson Gale.
Irizarry, J.G. (2008). Questions and quandaries from the academic borderlands. In Nieto, S. (Ed.) Dear Paulo: Letters from Teachers to Paulo Freire. Boulder, CO: Paradigm Publishers, 83-88.
Irizarry, J.G. (2009). Reinvigorating multicultural education through participatory action research. Multicultural Perspectives, 11(4), 194-199.
Irizarry, J.G. (2009). Puerto Rican Youth. In Clauss-Ehlers, C. (Ed.). The Encyclopedia of Cross-Cultural School Psychology. New York: Springer.
Irizarry, J.G. (2009). Representin’: Drawing from urban youth culture to inform teacher preparation. Education and Urban Society, 41(4), 489-515.
Irizarry, J.G. (2010). Culturally responsive pedagogy. In Cooper, J.M. (Ed). Classroom Teaching Skills (9th Edition). Boston: Houghton Mifflin Company.
Irizarry, J.G. (Under Contract). Seeds of Hope: Home-growing Teachers of Color for Urban Schools. New York: Teachers College Press.
Irizarry, J.G. with Project FUERTE. (Manuscript Completed/ In Review). The Latinization of U.S. Schools: Teaching and Learning in Shifting Cultural Contexts.
Irizarry, J.G. & Nieto, S. (2009). Latino theoretical contributions to educational praxis: Abriendo caminos, construyendo puentes. In Murillo, E. (Ed.) (2009). Handbook of Latinos and Education: Research, Theory & Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 108-123.
Irizarry, J.G. (2009). Engaging English Language Learners in teacher education and professional development. Idiom, 1-4.
Irizarry, J.G., Nieto, S. & Luna, C. (2002). Reading Corner for Educators: High Stakes Testing. Language Arts, 79(3), 264-265.
Ites, E. (2004). A TPR Game. American Council on the Teaching of Russian News Letter, 30(3), Spring.
Iwasaki, N. & Kumagai, Y. (2008). Towards critical approaches in an advanced level Japanese course: Theory and practice through reflection and dialogues. Japanese Language and Literature, 42, 123-156.
James, A. & Cruz, L. (2005). Address the “whole person.” Ensuring student success. Teaching Elementary Physical Education, 16(6), 20-22.
James, A. (2005). Journaling as an assessment option. Teaching Elementary Physical Education, 16 (5), 42-44.
James, A. (2005). Perceptions of assessment: An ecological view. Research Quarterly for Exercise and Sport, 76 (Supplement), A-78.
James, A., (2006). Creating an effective accountability plan in physical education. Strategies, 19 (5), 13-16.
James, A., Griffin, L.L., & France, T. (Spring, 2005). Perceptions of assessment in elementary physical education: A case study. Physical Educator, 62(2), 85-95.
Jimenez, JP. (2007).(Iliterate identites in adult basic education: A case study of a latino woman in an ESOL and computer literacy class) Columbian Journal of Applied Linguistics, 25-43.
Johnston, J. (2009). Changing course: Locating third space in a college classroom. The Journal of Faculty Development, 23(2), 30-34.
Kaufman R . (2002). The relationship between student development theory and a professional abilities model for physical therapy education. Journal of Physical Therapy Education.16(2), 42-48.
Kaufman R. (2005). A reflection on disciplinary nature and the status of physical therapy scholarship. Journal of Physical Therapy Education, 19(1), 3-8.
Kaufman R. (2009). Career factors help predict productivity in scholarship among faculty members in physical therapy educational programs. Physical Therapy,(89), 204-216.
Kelley, J. E. (2006). Analyzing ideology in a Japanese fairy tale. The Looking Glass, 10(2).
Kelley, J. E. (2008). Harmony, empathy, loyalty, and patience in Japanese children's literature. The Social Studies, 99(2), 61-70.
Kelley, J. E. (2008). Power relationships in Rumpelstiltskin: A textual comparison of a traditional and a reconstructed fairy tale. Children's Literature in Education, 39(1), 31-41.
Kelley, J. E., & Roe, M. F. (2007). Promoting pre‐service teachers' curiosity: Why and how? The Reading Professor, 29(2), 22-31.
Kelley, Jane, Rosenberger, Cynthia & Botelho, Maria José. (2005). Recurring Theme of Poverty in Children’s Literature. The Dragon Lode, 24(1), 25-30.
Konoeda, K. (2009). Review of Seeking the heart of teaching. Language Teaching Research, 13, 225-228.
Konoeda, K., & Watanabe, Y. (2008). Task-Based Critical Pedagogy in Japanese EFL Classrooms: Rationale, Principles, and Examples. In P. Miller (Ed.) ISLS Readings in Language Studies, Volume 1 (pp. 45-72), International Society for Language Studies, Inc.
Konoeda, K. (2008). Book review: Adrian Palmer and Mary Ann Christison(2007). Seeking the heart of teaching. Language Teaching Research, 13, 225-228.
Kumagai, Y. (2003). Reading Corner for Educators: Book reviews on Celebrating Local Languages and Literacies, Language Arts, 80(3), 232-233.
Kumagai, Y. (2007). Tension in a Japanese language classroom: An opportunity for critical literacy? In Kubota, R., & Austin, T. (Eds.). Critical Perspectives on World Language Education in the US. Critical Inquiry in Language Studies [Special Issue], 4(2-3), 85-116.
Kumagai, Y. (2007). Nihongo kyooshitsu deno kuritikaru riterashii no jissen e mukete [Towards incorporating critical literacy practices in a Japanese classroom] . Web-ban riterashiizu,[Web-version Literacies], 4(2), 1-9. <hppt://literacies.9640.jp/web01.html>
Kumagai, Y. & Fukai, M. (2009) Nihongo gakushuu ni okeru hihan-see, soozoo-see no ikusee e no kokoromi: “Kyookasho kakikae” purojekuto [Cultivating critical thinking and creativity in Japanese language learning: “Revising textbook” project.] Japanese Education Around the Globe, 19. 181-202.
Kumagai, Y. & Sato, S. (2009). “Ignorance” as a rhetorical strategy: How Japanese language learners living in Japan maneuver their subject positions to shift power dynamics. Critical Studies in Education, 50(3), 309-321.
Kumagai, Y. (2009). Nihongo kyooshitsu deno kuritikaru riterashii no jissen e mukete [Towards incorporating critical literacy practices in a Japanese classroom] . Riterashiizu 4: Kobota, bunka, shakai no nihongo kyooiku e. Tokyo: Kuroshio shoten.
Kumagai, Y. & Iwasaki, N. (in press). What it means to read “critically” in a Japanese language classroom: Students’ perspective. Critical Inquiry in Language Studies.
Kumagai, Y. (2008). Nihongo o manabu to iu koto: Nihongo no kyookasho wo hihan-teki ni yomu [On learning Japanese: Reading textbook critically]. In Sato, S., & Doerr, N. (Eds.). Bunka, kotoba, kyooiku: nihongo/nihon no kyooiku no “hyoojun” o koete (pp. 130-150). Tokyo: Akashi Shoten.
Levine, T.H., Irizarry, J.G. & Bunch, G. (2008). Opening schools, homes, and hearts: Promoting cross-cultural understanding among teachers and language minority families. Journal of Staff Development, 29(1), 29-33.
Lopez, S. J., O'Byrne, K. K., Rasmussen, H. N., Petersen, S., Yang, Y. T., & Skorupski, W. P. (under review). Courage in its many forms: A mixed-methods examination. Journal of Positive Psychology.
Loughlin, J.E. (2001). A parent’s perspective on improving special education procedures. Connections Magazine.
Luna, C., Botelho, M., Fontaine, D., French, K., Iverson, K., & Matos, N. (2005). Making the road by walking and talking: Critical literacy and/as professional development. Teacher Education Quarterly, 31(1), 67-80.
Luna, Cathy, Botelho, Maria José, French, Kristen B., Fountaine, Dawn, Iverson, Kristen, & Matos, Nélida. (2004). Making the Road by Walking and Talking: Professional Development and/as Critical Literacy. Teacher Education Quarterly, 31(1), 67-80.
Luo, Nili., & Bergquist, Kathleen. (2005). Made in China: Birth Country Perspectives on International Adoption. Adoption Quarterly 8(1), 21-39.
Luo, Nili., & Gilliard, Jen. (2006). Crossing the Cultural Divide in Early Childhood Teacher Education Programs: A Study of Chinese Graduate Students’ Perception of American Early Care and Education. The Journal of Early Childhood Teacher Education, 27(2), 171-183.
Luo, Nili., & Smolin, David. (2005). Intercountry Adoption and China: Emerging Questions and Developing Chinese Perspectives. Cumberland Law Reviews, 35(3).
MacDonald-Dennis, C. (2006). Understanding Anti-Semitism and its Impact: A New Framework for Conceptualizing Jewish Identity, Equity & Excellence in Education, 39(3), 267-278
McDonough, K. (2009). Pathways to critical consciousness: 528-537.A first-year teacher's engagement with issues of race and equity. Journal of Teacher Education,60, 528-537.
Mejia, R., Olivero, O., Rivera-Goba, M., Anders, A., Caban, C., Leon-Monzon, M., & Marquez, E. (2005, December 16). Asian Scientists and the "Glass Ceiling" Response. [Letter to the Editor]. Science, 310, 1767
Mestre, L. (2010, in press). Librarians Serving Diverse Populations: Challenges and Opportunities. ACRL: Publications in Librarianship, Chicago, Il.
Mestre, L.S. (2000). "Improving computer use success for students of diverse backgrounds." Knowledge Quest: Journal of the American Association of School Libraries, 28(5), 20-28.
Mestre, L.S. (2002). "The impact of technology on research and instructional practices for libraries." Education Connection, 40-44.
Mestre, L.S. (2003). "Faculty/librarian generated general and subject specific tutorials: choices made at one institution." Loex News, 30(3), 4-5, 8-9.
Mestre, L.S. (2006) "Accommodating diverse learning styles in an online environment." Reference & User Services Quarterly, 47(2), 27-32.
Mestre, L.S. (2009). "Culturally responsive instruction for school librarians." Teacher Librarian, 36(3), 8-12.
Mestre, L.S. (2009, under review). Educating librarians to become culturally competent: The role of library and information science programs.” Public Services Quarterly .
Mestre, L.S.(2004). "The importance of relevance and relationship in an information literacy course designed for Latinos." Academic Exchange, 8(1), 46-51.
Mestre, L.S., C. Turner, B. Lang, and B. Morgan. (2007). "Do we step together, in the same direction, at the same time? How a consortium approached a federated search implementation." Internet Reference Services Quarterly, 12(3), 253-278.
Mestre, L.S., F. Zinn, J. Habjan-Boiselle, and S. Fliss (2005). "Talking towards technopedagogy: IT and librarian collaboration - rethinking our roles." Resource Sharing and Information Network: Innovation. Library Consortia, Systems, and Networks for Interlibrary Cooperation, 17(2), 123-136.
Mestre, L.S., S. Etter, and L. Craker(2004). "Faculty and librarians spice-up instruction." Academic Exchange Quarterly, 8(4), 106-110.
Methe, S.A. & Riley-Tillman, T.C. (2008). An informed approach to early mathematics intervention. School Psychology Forum. 2, 29-41.
Methe, S.A. (2009). Big ideas: Missing pieces in early mathematics assessment. NASP Communique. 38(3).
Methe, S.A., Hintze, J.M., & Floyd, R.G. (2008). Development and validation of early numeracy skill indicators. School Psychology Review. 37, 359-373.
Nieto, S. & Bode, P. (2008). Affirming Diversity: The Sociopolitical context of multicultural education, 5th ed. Boston/NY: Allyn & Bacon/Longman.
Nieto, S., Antonucci, M., and Matos, N. (2001). Reading corner for educators: Teachers and researchers organizing for instruction. Language Arts, 79(2).
Nieto, S., Bode, P., Kang, E. & Raible, J. (2008). Identity, Community and Diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He & J. Phillion (Eds.), The Sage Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
Nieto, S., Bode, P., Kang, E., & Raible, J. (2007). Multiple contexts, multiple identities: Pushing the boundaries of multicultural education. In M. Connelly, M. F. He, & J. Phillion (eds.) Handbook of Curriculum and Instruction, Sage Publications.
O'Donnell, J.L. (2010). The indigenous, national and international language in higher education: students' academic trajectories in Oaxaca, Mexico. The International Journal of Applied Linguistics.
O'Meara K, Kaufman R , Kuntz AM. (2004). Faculty work in challenging times: trends, consequences, and implications. Liberal Education. 89(4).
Orelus, P. (2007). Education under occupation: the heavy price of living in a neo-colonized and globalized world. Rotterdam, The Netherlands: Sense Publishers.
Orelus, P. (2009). Unmasking Maleness: The Vibrant and Heartfelt Stories of Fifty Men of African Descent about the Human Side of their Gender. New York: Peter Lang Publishers.
Pagnano-Richardson, K. & Henninger, M.L. (2007). A model for developing and assessing tactical decision making competency during game play. Journal of Physical Education, Recreation, and Dance.
Patton, K., Griffin, L.L., Sheehy, D., Arnold, R.,Gallo, A., Dodds, P., Pagnano, K.B., Henninger, M.L., James, A., & Bohler, H. (2005). Navigating the mentoring process in a research based teacher development project: A situated learning perspective. Journal of Teaching in Physical Education, 24(4), 302-325.
Paugh, P. & Robinson, E. (2009). Participatory research as self-study. In C. Lassonde, S. Galman & C. Kosnick (Eds.), Self-Study research methodologies for teacher educators. Rotterdam, The Netherlands: Sense Publishers
Paugh, P. & Robinson, E. (2006). Reconceptualizing teacher education in new times: What did we learn from our course texts in a high stakes setting? In L. Fitzgerald, M. Heston, D. Tidwell (Eds.), Proceedings of the Sixth International Conference on Self-Study in Teacher Education Practices: Collaboration and Community: Pushing Boundaries through Self-Study, East Sussex, England, 203–207.
Peterson, Shelley Stagg, Botelho, Maria José, Jang, Eunice, & Kerekes, Julie. (2007). Writing Assessment: What Would Multiliteracies Teachers Do? Literacy Learning in the Middle Years, 15(1), 29-35.
Pica, C. (2009). Children speak about interethnic and interracial friendships in the classroom: Lessons for teachers. Multicultural Education, 17(1).
Raible, J. & Irizarry, J.G., (2007). Transracialized selves and the emergence of post-white teacher identities. Race, Ethnicity and Education, 10(2), 177-198.
Raible, J. (2006). Lifelong impact, enduring need. In S.Y. Shin, C. Oparah, and J. J. Trenka (eds.) Outsiders Within: Writing on Transracial Adoption. Boston: South End Press.
Raible, J. (2008). Lessons in humility: Understanding teaching as struggle and as service. In S. Nieto (ed.) Dear Paulo: Letters From Those Who Dare Teach. Boulder, CO: Paradigm Publishers.
Raible, J. (2008). Real brothers, real sisters: Lessons from the non-adopted white siblings of transracial adoptees. Journal of Social Distress and the Homeless, 17(1).
Riley-Tillman, T.C.,Methe, S.A., & Weegar, K. (2009). Examining the use of direct behavior rating on formative assessment of classwide engagement: A case study. Assessment for Effective Intervention. 34. 224-230.
Rivera-Goba, M. V. & Wallen, G.R. (2008). Increasing the Pipeline of Hispanic Nurses: Are We Making a Difference? [Editorial]. Hispanic Health Care International Journal, 6(4), 170-171.
Rivera-Goba, M. V., & Campinha-Bacote, J. (2008). Making a connection: The use of storytelling as a strategy to enhance faculty's success with Latina nursing students. Hispanic Health Care International Journal, 6(4), 205-225.
Rivera-Goba, M.V. & Nieto, S. (January 2007). Mentoring Latina nurses: A multicultural perspective. Journal of Latinos and Education, 6(1), 35-53.
Rogers, A., Cohen-Mitchell, J, and U. Manandhar (2000). Widening Literacy: A Training Manual for Managers of Adult Literacy Learning Programs, Save the Children.
Rudman, Masha Kabakow & Botelho, Maria José. (2005). Shock of Hair: Hair as a Cultural Theme in Children’s Literature. The Dragon Lode, 24(1), 11-19.
Shadduck-Hernandez, J. (2002). In Education in the New Latino Diaspora: Policy and the Politics of Identity. S. Wortham, E. Murillo Jr., and E. Hamann (eds). p. 99-116. Westport: Ablex Publishing.
Shin, D. (2006). ESL students’ computer-mediated communication practices: Context configuration. Language Learning & Technology, 10(3), 65-84.
Shin, D. (2006). Technology—blogging in the classroom. Retrieved November 1, 2008, from http://www.umass.edu/accela/blogging.htm.
Shin, D., & Cimasko, T. (2008). Multimodal design and Second Language composition: New tools, Traditional norms. Computers and Composition, 25(4), 373-458.
Shutlze, J. & Ramirez, A, 2007. Intertextuality as resource for building ELLs generic competence: A systemic functional view. Columbian Journal of Applied Linguistics,9, 69-98.
Skorupski, W. P. & Hambleton, R. K., (2005). What are panelists thinking when they participate in standard-setting studies? Applied Measurement in Education, 18(3), 233-256.
Tamas, P. (2004). Misrecognitions and missed opportunities: Post-structuralism and the practice of development. Third World Quarterly. 25(4), p. 649-660.
Tamas, P. (2007). Spoken Moments of a Pernicious Discourse? Querying Foucauldian Representations of Development Professionals. Third World Quarterly. 27(5), 901-916
Wainer, H. & Skorupski, W. P., (2005). Was it ethnic and social-class bias or was it statistical artifact? Logical and empirical evidence against Freedle’s method for reestimating SAT scores. Chance, 18(2), 17-24.
Wainer, H., Wang, X., Skorupski, W. P., Bradlow, E. T., (2005). A Bayesian method for evaluating passing scores: the PPoP curve. Journal of Educational Measurement, 42(3), 271-281.
Wallen, G.R., Rivera-Goba, M.V., Hastings, C.E., Peragallo, N.P., & de Leon Siantz, M.L. (2005). Developing the research pipeline: Increasing minority nursing research opportunities. Nursing and Health Care Perspective, 26(1), 29-33.
Yang, Z.; Xia, S.; Bao, H.; et al. (2000). English-English Dictionary for College Students. Yunnan University Press. Kunming.
Yang, Q.; Ramirez, J.A.; Harman, R. (2007). EFL Chinese students and high stakes expository writing: A theme analysis. Columbian. Journal of Applied Linguistics, 9, 99-125.
Young, S. L. (2009) Breaking the Silence: Critical Literacy and Social Action.English Journal. 98(4), 109- 115.
Young, S. L. (2008) The Challenge of Aligning Cultural Integrity with Social Justice. In S. Nieto (Ed.). Dear Paulo: Letters from Those Who Dare Teach. Boulder, CO: Paradigm Publishers.
Young, S. L. (2007). Practitioner Research on Critical Multicultural Pedagogy: Challenging Heterosexism in a Public School. Multicultural Perspectives. 9(4), 13-19.
此枝恵子（2008)．書評：ことばと文化の標準を 批判的に「読む」ということ-文化，ことば，教育 ―日本語／日本の教育の「標準」を越えて』を読んで, WEB版リテラシーズ, 5(2)，20-24.