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A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships

Remedial and special education, 2021-10, Vol.42 (5), p.304-316

2021

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Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Journal of literacy research, 2020-09, Vol.52 (3), p.245-268

2020

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Parental stress of Korean immigrants in the U.S.: Meeting Child and Youth’s educational needs amid the COVID-19 pandemic

Children and youth services review, 2021-08, Vol.127, p.106070-106070, Article 106070

2021

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Translanguaging in Inclusive Classrooms: Learning With Children and Families

Young exceptional children, 2021-09, Vol.24 (3), p.154-169

2021

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Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue

Intervention in school and clinic, 2018-09, Vol.54 (1), p.40-46

2018

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Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

Journal of early childhood literacy, 2019-03, Vol.19 (1), p.107-133

2019

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Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway

Contemporary issues in early childhood, 2024-02

2024

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Decision-Making During Early Intervention Home Visits: From Minimal to Meaningful Parent Participation

Journal of research in childhood education, 2021-01, Vol.35 (1), p.68-90

2021

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Inclusive, Democratic Family–Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation

Topics in early childhood special education, 2016-02, Vol.35 (4), p.234-244

2016

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Enacting the Social-Relations Approach: A Relational Framework for Inclusive Early Childhood Education

Exceptionality, 2023-10, Vol.ahead-of-print (ahead-of-print), p.1-17

2023

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The effects of family college savings on postsecondary school enrollment rates of students with disabilities

Economics of education review, 2013-04, Vol.33, p.95-111

2013

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Chinese‐American parents’ perspectives about using the Internet to access information for children with special needs

British journal of special education, 2017-09, Vol.44 (3), p.273-291

2017

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Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Intervention in school and clinic, 2017-09, Vol.53 (1), p.58-63

2017

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Linguistic Differences with Bilingual Parents Who are Immigrants: Words for Dialoguing About Young Children

Early childhood education journal, 2017-09, Vol.45 (5), p.685-692

2017

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Coaching to Build Parent Competency in Addressing Early Challenging Behaviors

Young exceptional children, 2019-12, Vol.22 (4), p.198-213

2019

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Language Interpretation, Parent Participation, and Young Children With Disabilities

Topics in early childhood special education, 2011-08, Vol.31 (2), p.78-88

Cheatham, Gregory A.

2011

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Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

Intervention in school and clinic, 2018-09, Vol.54 (1), p.3-5

2018

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Speaking Up for African American English: Equity and Inclusion in Early Childhood Settings

Early childhood education journal, 2015-03, Vol.43 (2), p.127-134

2015

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Effects of extracurricular activities on postsecondary completion for students with disabilities

The Journal of educational research (Washington, D.C.), 2017-03, Vol.110 (2), p.151-158

2017

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Supporting Oral Language Development for Dual Language Learners With Disabilities Through Adult Feedback

Young exceptional children, 2018-12, Vol.21 (4), p.238-249

2018

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Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges

Children and youth services review, 2013-07, Vol.35 (7), p.1078-1086

2013

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Defining Inclusionary Practices in Catholic Schools

Journal of Catholic education, 2020-12, Vol.23 (2)

2020

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Bilingual Vocabulary Development for Dual Language Learners With Disabilities: Two Research-Based Approaches

Young exceptional children, 2018-09, Vol.21 (3), p.142-156

2018

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Disclosure of Information About English Proficiency: Preservice Teachers’ Presumptions About English Language Learners

Journal of teacher education, 2014-01, Vol.65 (1), p.53-62

2014

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Teacher feedback to support oral language learning for young dual language learners

Early child development and care, 2015-09, Vol.185 (9), p.1452-1463

2015

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A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships

Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool

Parental stress of Korean immigrants in the U.S.: Meeting Child and Youth’s educational needs amid the COVID-19 pandemic

Translanguaging in Inclusive Classrooms: Learning With Children and Families

Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue

Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway

Decision-Making During Early Intervention Home Visits: From Minimal to Meaningful Parent Participation

Inclusive, Democratic Family–Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation

Enacting the Social-Relations Approach: A Relational Framework for Inclusive Early Childhood Education

The effects of family college savings on postsecondary school enrollment rates of students with disabilities

Chinese‐American parents’ perspectives about using the Internet to access information for children with special needs

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Linguistic Differences with Bilingual Parents Who are Immigrants: Words for Dialoguing About Young Children

Coaching to Build Parent Competency in Addressing Early Challenging Behaviors

Language Interpretation, Parent Participation, and Young Children With Disabilities

Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

Speaking Up for African American English: Equity and Inclusion in Early Childhood Settings

Effects of extracurricular activities on postsecondary completion for students with disabilities

Supporting Oral Language Development for Dual Language Learners With Disabilities Through Adult Feedback

Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges

Defining Inclusionary Practices in Catholic Schools

Bilingual Vocabulary Development for Dual Language Learners With Disabilities: Two Research-Based Approaches

Disclosure of Information About English Proficiency: Preservice Teachers’ Presumptions About English Language Learners

Teacher feedback to support oral language learning for young dual language learners

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