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Publications
Below are all publications listed in chronological order. You can use the links above to sort through my publications by topic or type.
Dobbs, C.L., Forzani, E., & Leider, C.M. (2023). How critical is critical enough?: Forefronting critical consciosness when engagin in critical online reasoning and evaluation (CORE). The Reading Teacher. https://doi.org/10.1002/trtr.2238
Dobbs, C. L. & Leider, C.M. (2023). What values about language variation are communicated through writing rubrics? International Council of Teachers of English Newsletter, Issue 7, 13-17.
Leider, C.M. & Dobbs, C. L. (2022). Being ‘diverse’ in the midst of pandemics and protests: Understanding misalignments between institutional and individual values for women of color academics. New Horizons in Adult Education and Human Resource Development.
Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal.
Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245.
Tigert, J.M. & Leider, C.M. (2022). Beyond the “core” curriculum: expanding access to multilingual learners. International Multilingual Research Journal, 16(3), 181-183.
Leider, C.M. (03 January 2022). Creating a culture of shared responsibility in multilingual learner teacher education. WIDA Voices from the Field Series.
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis, 29 (100).
Dobbs, C.L. & Leider, C.M. (16 November 2021). How Can We More Explicitly Teach the Value of Language Diversity to Our Students? Invited blog post for the National Council for Teachers of English.
Dobbs, C. L. & Leider, C.M. (2021). What values about language variation are communicated through writing rubrics? The English Journal, 110 (6), 60-68.
Leider, C.M., Dobbs, C.L., & Tigert, J. (2021). What the #CancelTheTest Advocates are Missing: Examples from the World of English Learners. TESOL Connections.
Dobbs, C. L. & Leider, C.M. (2021). “Does this happen to everyone?": Women professors of color reflect on experiences in the academy, A Duoethnography. International Journal of Qualitative Research.
Dobbs, C.L. & Leider, C.M. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity. Journal of Multilingual Theories and Practices, 2(1), 25-46.
Leider, C.M., Ross, M., & Schantz, M. (2021). A cycle of unshifting practices and perspectives: disrupting the cycle through anti-racist pedagogy. In J. Bempechat & M. Jimenez-Silva (Eds.), Latinx Experiences in U.S. Schools: Voices of Students, Teachers, Teacher Educators and Education Allies in the Age of Trump.
Tigert, J. & Leider, C.M. (2021). Beyond the core: Preparing art educators to meet the needs of multilingual learners.
TESOL Quarterly.
Leider, C.M. & Tigert, J. (2021). Access and the arts: Teacher preparation to support multilingual students’ full participation in the arts. MATSOL Currents, 43 (2), 39-43.
Leider, C.M. & Tigert, J. (monthly fall 2020). Online Teacher Education Resources in ELT Monthly Blog Series. TESOL Blog.
Colombo, M., Tigert, J., & Leider, C.M. (2020). Creating a space for writers' voices: Translingual writing in middle and high school English classes. The Leaflet, 117(1), 20-29.
Ross, M. & Leider, C.M. (2020). Sustaining an asset-based approach in distance education. MATSOL Currents, 43 (1), 33-37.
Leider, C.M., Tigert, J. & Colombo, M.W. (19 June 2020). Issues of Equity and Access in the (Distance) Education of English Learners. Invited blog post for MATSOL: Equity & Excellence for English Learners Blog.
Tigert, J., Leider, C.M., & Colombo, M. (04 May 2020). “Thrown to the wolves” - Teacher education during a pandemic. Invited blog post for MATSOL: Equity & Excellence for English Learners Blog.
Colombo, M., Tigert, J. M., & Leider, C. M. (2019). Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal, e00432.
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence? International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2018.1500998.
Colombo, M., Tigert, J., & Leider, C.M. (2018). The state of teacher preparedness to teach emergent bilingual learners: Perspectives of 45 English language education directors, MATSOL Currents, 41 (1), 52-58.
Leider, C.M. (2018). Bilingualism through the public eye. MATSOL Currents, 41 (1), 46-48.
Leider, C.M. (02 December 2018). Multilingual Spaces for Multilingual Students. Invited blog post for the Massachusetts Reading Association Literacy Coaches Blog
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.