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Teacher Education and Teacher Preparation
All publications are linked or free for download below.
Leider, C.M., Tigert, J.M., Norova, N.*(2024). Teaching culturally and linguistically diverse learners: a content analysis of teacher professional organizations’ position statements. Teachers College Record. https://doi.org/10.1177/01614681241252502
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Ahmed, A. & Leider, C.M. (2024). Stimulated Recall, Teacher Beliefs, and Instructional Practices: Using structured reflective practice to examine teacher talk. TESOL Journal. https://doi.org/10.1002/tesj.838
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.
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. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity. Journal of Multilingual Theories and Practices, 2(1), 25-46.
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.
Ennser-Kananen, J. & Leider, C.M. (2018). Stop the deficit: Preparing Pre-Service Teachers to Work with Bilingual Students. In P. Romanowski & M. Jedynak (Eds.), The Many Faces of Bilingualism- Living with Two Languages.
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Ahmed, A. & Leider, C.M. (2024). Stimulated Recall, Teacher Beliefs, and Instructional Practices: Using structured reflective practice to examine teacher talk. TESOL Journal. https://doi.org/10.1002/tesj.838
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.
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. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity. Journal of Multilingual Theories and Practices, 2(1), 25-46.
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.
Ennser-Kananen, J. & Leider, C.M. (2018). Stop the deficit: Preparing Pre-Service Teachers to Work with Bilingual Students. In P. Romanowski & M. Jedynak (Eds.), The Many Faces of Bilingualism- Living with Two Languages.