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Learning to read critically: Professional development with picturebooks

Teaching and teacher education, 2024-05, Vol.142, p.104521, Article 104521

Lucero, Audrey

2024

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Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool

The Reading teacher, 2024-05, Vol.77 (6), p.880-887

Lucero, Audrey

2024

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Cross-Linguistic Lexical, Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers

Child development, 2015-09, Vol.86 (5), p.1419-1433

Lucero, Audrey

2015

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The Development of Bilingual Narrative Retelling among Spanish-English Dual Language Learners over Two Years

Language, speech & hearing services in schools, 2018-07, Vol.49 (3), p.607-621

Lucero, Audrey

2018

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Oral narrative retelling among emergent bilinguals in a dual language immersion program

International journal of bilingual education and bilingualism, 2018-02, Vol.21 (2), p.248-264

Lucero, Audrey

2018

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'It's probably still written by a white person': challenging assumptions about racial identity in a critical professional development course

Critical discourse studies, 2024-07, Vol.21 (4), p.383-399

2024

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Narrative assessments with first grade Spanish-English emergent bilinguals: Spontaneous versus retell conditions

Narrative inquiry : NI, 2019-01, Vol.29 (1), p.137-156

2019

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Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course

English Teaching: Practice and Critique, 2022-10, Vol.21 (4), p.483-495

2022

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Teachers’ use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students

Journal of early childhood literacy, 2014-12, Vol.14 (4), p.534-561

Lucero, Audrey

2014

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Spotlights and shadows: linguistic and cultural (in)visibility among transnational students in an international baccalaureate school

Diaspora, indigenous and minority education, 2024-04, p.1-14

2024

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Demands and opportunities: Analyzing academic language in a first grade dual language program

Linguistics and education, 2012-09, Vol.23 (3), p.277-288

Lucero, Audrey

2012

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Who's Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom

Journal of language, identity, and education, 2015-08, Vol.14 (4), p.219-236

Lucero, Audrey

2015

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The English referencing behaviors of first- and second-grade Spanish–English emergent bilinguals in oral narrative retells

Applied psycholinguistics, 2021-09, Vol.42 (5), p.1243-1261

2021

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Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

Bilingual research journal, 2015-01, Vol.38 (1), p.107-123

Lucero, Audrey

2015

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Latino parents in dual language immersion programs: why are they so satisfied?

International journal of bilingual education and bilingualism, 2020-11, Vol.23 (10), p.1211-1224

2020

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“We are Not All Named Maria”: Building Transnational Identities in a United States International Baccalaureate High School

Journal of language, identity, and education, 2023-10, p.1-15

2023

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Dora's Program: A Constructively Marginalized Paraeducator and Her Developmental Biliteracy Program

Anthropology & education quarterly, 2010-06, Vol.41 (2), p.126-143

Lucero, Audrey

2010

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Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes

The Journal of special education, 2023-08, Vol.57 (2), p.83-93

2023

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xie Journée de Rééducation de la Clinique du Sport du samedi 8 décembre 2012. Morceaux choisis

Kinésithérapie, la revue, 2013-07, Vol.13 (139), p.5-6

Lucero, Audrey

2013

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Dora's program: a constructively marginalized paraeducator and her developmental biliteracy program

Anthropology & education quarterly, 2010-06, Vol.41 (2), p.126-143

Lucero, Audrey

2010

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Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University

Journal of Latinos and education, 2023-05, Vol.22 (3), p.1138-1153

2023

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How Much Is Enough? Evaluating Intervention Implementation Efficiently

Assessment for effective intervention, 2019-03, Vol.44 (2), p.135-144

2019

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Reforzando las Redes: Supporting Latina/o Undergraduates at a State Flagship University

Journal of Hispanic higher education, 2019-10, Vol.18 (4), p.295-316

2019

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Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools

Journal of research in international education, 2016-08, Vol.15 (2), p.155-174

2016

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Building Systems of Support for Classroom Teachers Working With English Language Learners

International multilingual research journal, 2013-05, Vol.7 (2), p.155-174

2013

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Learning to read critically: Professional development with picturebooks

Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool

Cross-Linguistic Lexical, Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers

The Development of Bilingual Narrative Retelling among Spanish-English Dual Language Learners over Two Years

Oral narrative retelling among emergent bilinguals in a dual language immersion program

'It's probably still written by a white person': challenging assumptions about racial identity in a critical professional development course

Narrative assessments with first grade Spanish-English emergent bilinguals: Spontaneous versus retell conditions

Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course

Teachers’ use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students

Spotlights and shadows: linguistic and cultural (in)visibility among transnational students in an international baccalaureate school

Demands and opportunities: Analyzing academic language in a first grade dual language program

Who's Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom

The English referencing behaviors of first- and second-grade Spanish–English emergent bilinguals in oral narrative retells

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

Latino parents in dual language immersion programs: why are they so satisfied?

“We are Not All Named Maria”: Building Transnational Identities in a United States International Baccalaureate High School

Dora's Program: A Constructively Marginalized Paraeducator and Her Developmental Biliteracy Program

Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes

xie Journée de Rééducation de la Clinique du Sport du samedi 8 décembre 2012. Morceaux choisis

Dora's program: a constructively marginalized paraeducator and her developmental biliteracy program

Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University

How Much Is Enough? Evaluating Intervention Implementation Efficiently

Reforzando las Redes: Supporting Latina/o Undergraduates at a State Flagship University

Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools

Building Systems of Support for Classroom Teachers Working With English Language Learners

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