Publications from ATE-supported Research

In Press

Clark, E. R., Flores, B. B., Smith, H. L., & González, D. A. (in press). Multicultural Literature for Latino Bilingual Children: Their words, their worlds. Lanham, MD: Rowman Littlefield Publishing Group. 

Clark, E. R., & Flores, B. B. (in press). Derrumbando Fronteras/Breaking Boundaries. In E. R. Clark, B. B. Flores, H. L. Smith, D. A. González (Eds.). Multicultural Literature for Latino Bilingual Children: Their words, their worlds. Lanham, MD: Rowman Littlefield Publishing Group. 

Clark, E. R., & Flores, B. B. (in press). Multicultural Latino Children’s Literature: A Tool to Enrich the Lives and the Learning of Latino Bilingual Learners. In E. R. Clark, B. B. Flores, H. L. Smith, D. A. González (Eds.). Multicultural Literature for Latino Bilingual Children: Their words, their worlds. Lanham, MD: Rowman Littlefield Publishing Group. 

Smith, H. L., Flores, B. B., & González, D. A. (in press). Exploring the Traditions of Latino Children's Literature: Beyond Tokenism to Transformation. In E. R. Clark, B. B. Flores, H. L. Smith, D. A. González (Eds.). Multicultural Literature for Latino Bilingual Children: Their words, their worlds. Lanham, MD: Rowman Littlefield Publishing Group. 

Flores, B. B., Clark, E. R., & Smith, H. L. (in press). Latino Children’s Literature and Literacy Practices as Social Imagination: Becoming a Culturally Efficacious Educator. In E. R. Clark, B. B. Flores, H. L. Smith, D. A. González (Eds.). Multicultural Literature for Latino Bilingual Children: Their words, their worlds. Lanham, MD: Rowman Littlefield Publishing Group. 

Flores, B. B., Claeys, L., Gist, C., Clark, E. R. & Villarreal, A. (in press, 2015). Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners. Teacher Education Quarterly. 

Brkich, K., Gallard M., A.J., Flores, B. B., Claeys, L., & Stevenson, A. (In Press). Latina Parental Involvement: Contributions to Persistence in STEM Fields. In B. Polnick, B. Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishing Inc. 

 

2015

Machado-Casas, M., Flores, B. B., & Murillo, E (2015). Reframing: We are not public intellectuals; we are movement intellectuals. In C. Gestl-Pepin & C. Reyes, Reclaiming the Public Dialogue in Education: Putting the Public in Public Intellectual (pp. 31-38). NY: Peter Lang Publishers. 

Flores, B. B., Claeys, L., & Gist, C. (chapter proposal accepted, 2015). Crafting and critiquing   culturally efficacious pedagogies for social justice. In E. Petchauer & L. Mawhinney (Eds.), Freedom legacy, future promise: Teacher education across minority serving institutions

Gist, C., Flores, B. B., & Claeys, L (2015). A Competing Theory of Change: Critical Teacher Development. In C. Sleeter, L. V. Neal, & K. Kumashiro. Addressing the Demographic Imperative: Recruiting, Preparing, and Retaining a Diverse and Highly Effective Teaching Force (pp. 19-31). Routledge Publishers.

 

2014

Claeys, L., & Muñoz, H. (2014). Unearthing sacred knowledge: Enlazandonos con la comunidad. In B. B. Flores, O. A. Vásquez, & E. R Clark (Eds.), La Clase Mágica: Generating transworld pedagogy. Lexington Publishers, Rowman Littlefield Publishing Group.

Clark, E. R., & Flores, B. B. (2014). The metamorphosis of teacher identity: An intersection of ethnic consciousness, self-conceptualization, and belief systems. In P. Jenlink (Ed.), Teacher identity and struggle for recognition: Meeting the challenges of a diverse society (pp. 3-14). Lanham, MD: Rowman Littlefield Publishing Group. https://rowman.com/ISBN/9781607095750

Clark, E. R., Flores, B. B., & Vásquez, O. A. (2014). Iluminadas a tráves de cosmovisión: A new age of enlightenment for pedagogía transmundial. In B. B. Flores, O. A. Vásquez, & E. R. Clark (Eds.), Generating transworld pedagogy: Reimagining La Clase Magíca (pp. 209-219). Lexington Publishers, Rowman Littlefield Publishing Group.

Flores, B. B., & Clark, E. R. (accepted, 2014). Despertando el ser: Ethnic identity and
consciousness of bilingual education candidates/aspirantes. Bilingual Research Journal.

Flores, B. B., Vasquez, O. A., & Clark, E. R. (2014). Generating transworld pedagogy: Reimagining La Clase Mágica. Lexington Publishers, Rowman Littlefield Publishing Group. 

Flores, B. B., Vasquez, O. A., & Clark, E. R. (2014). ¡Adelante! El mundo nuevo: Educating the new generation of the twenty-first century. In B. B. Flores, O. A. Vasquez, & E. R. Clark (Eds.), Generating transworld pedagogy: Reimagining La Clase Mágica (pp. 3-16). Lexington Publishers, Rowman Littlefield Publishing Group. 

Gist, C., Flores, B. B., & Claeys, L. (2014). A competing theory of change: Critical teacher development. In C. Sleeter, L. V. Neal, & K. Kumashiro (Eds.), Addressing the demographic imperative: Recruiting, preparing, and retaining a diverse and highly effective teaching force. Taylor & Francis Publisher.

Machado-Casas, M., & Flores, B. B. (in press). Engaging Latino families in technology: Transforming and empowering home pedagogy and practices. Psychology, Knowledge and Society (Psychologia, Conocimiento y Sociedad) Journal, Uruguay.

Machado-Casas, M., Flores, B. B., & Murillo, E. (in press). Reframing: We are not public intellectuals; we are movement intellectuals. In C. Gestl-Pepin & C. Reyes (Eds.), Reclaiming the public dialogue in education: Putting the public in public intellectual. NY: Peter Lang Publishers.

Prieto, L., Claeys L., & Lara Gonzales, E. (accepted, 2014). Transnational alliances: La Clase Mágica—nepohualtzitzin ethnomatemathics club. Journal of Latinos and Education.

Schutze, A., Claeys, L., Flores, B. B., & Sczeck, S. (2014). LCM as a community based expansive learning approach to STEM education. International Journal for Research on Extended Education. 

Vásquez, O. A., Clark, E. R., & Flores, B. B. (2014). Una pedagogía transmundial/a transworld pedagogy: Anchoring theory to the sacred sciences. In B. B. Flores, O. A. Vásquez, & E. R. Clark (Eds.), Generating transworld pedagogy: Reimagining La Clase Mágica (pp. 17-32). Lexington Publishers, Rowman Littlefield Publishing Group.

 

2013

Arreguín-Anderson, M. G., & Flores, B. B. (2013). Proyectos de indagación: Aprendizaje activo y transformativo. National Association for Bilingual Education 41th Annual International Bilingual/Multicultural Education Conference.

Bonner, E., Ruiz, E., & Travis, B. (2013). Investigating content knowledge of traditionally vs. alternatively prepared pre-service secondary mathematics teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers.

Flores, B. B., & Claeys, L. (2013). Culturally efficacious mentoring within a community of practice. Proceedings from 2013 Mentoring Conference Impact & Effectiveness of Developmental Relationships, October 28-31, 2013, Albuerque, New Mexico.

Machado-Casas, M., Ek. L., & Sanchez, P. (2013). The digital literacy practices of Latina/o immigrant parents in an after-school technology partnership. Multicultural Education, 21(3/4), 28-33.

Machado-Casas, M., Alaniz, I., & Ruiz, E. (2013). Technology as pedagogy: Transforming learning. Pedgogía Social: Revisita Interuniversitaira/Revista científica Española.

Riojas-Cortez, M., Alanis, I., & Flores, B. B. (2013). Early childhood teachers reconstruct beliefs and practices through reflexive action. Journal of Early Childhood Teacher Education, 34(1), 36-45.

Sánchez, S. V., Rodriguez, B., Soto-Huerta, M. E., Castro-Villarreal, F., & Flores, B. B. (2013). A case for multidimensional bilingual assessment. Language Assessment Quarterly, 10(3), 160-177. doi: 1080/15434303.2013.769544

Vasquez, O. A., Flores, B. B., & Clark, E. R. (2013). Consejos: Un diálogo respetoso: A critical and respectful dialogue. Journal of Social Foundations, 27(1-2), 111-118. 

Yuen, T., Ek, L. D., & Schutze, A. (2013). Increasing participation from underrepresented minorities in STEM through robotics clubs. Proceedings from 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), August 26-29, 2013, Kuta, Indonesia.

 

2012

Castro-Villarreal, F., & Guerra, N. S. (2012). Pre-service teachers’ problem solving: A study of problem identification and engagement styles using the LIBRE model. Teacher Education & Practice, 25(3), 350-369.  

Clark, E. R. (2012). Julia Alvarez, A Wedding in Haiti, and Dagoberto Gilb, Before the End, After the Beginning. Texas Commission on Humanities.

Clark, E. R. & Anzaldúa, G. (2012). Revolutionary Women.

Cortez, M., Thornton, J., Montemayor, A., Leveridge, T. (2012). La Clase Mágica preescolar: The Magic Preschool Class. Annual Conference for the National Association for the Education of Young Children.

Ek, L. D., Garcia, A., & Garza, A. (2013). Bilingual Latino/a teacher candidates’ use of technology to tap into bilingual Latino/a children’s linguistic and cultural understandings. National Association for Bilingual Education.

Ek, L. D., Sánchez, P., & Machado-Casas, M. (2012). Digital literacy practices of Latino/a immigrant children and families in an afterschool technology program. American Anthropological Association (AAA) Meeting.

Machado-Casas, M., & Ruiz, E. (2012). Globalized students vs. unglobalized families: Limiting family participation in education. Journal of the Association of Mexican American Educators, 6(2), 4-12.

Moseley, C. A., & Bilica, K. (2012). Role of teaching efficacy on second career science teachers in high-needs schools. School Science and Mathematics Association National Conference.

Moseley, C. A., & Bilica, K. (2012). Exploring relationships between teaching efficacy and satisfaction for second career science teachers in high-needs schools. American Association of Curriculum and Teaching National Conference.

Rico, R. J., Sánchez, P., Pallares-Weissling, A. (2012). A snapshot of Latina/o bilingual teacher candidates and their use of iPads in an after-school technology program. Journal of Bilingual Education Research & Instruction, 14(1), 95-115.

Sanchez, P., & Salazar, M. (2012). Transnational computer use in urban Latino immigrant communities: Implications for schooling. Urban Education, 47(1), 90-116.                               doi: 10.1177/0042085911427740

Sass, D. A., Flores, B. B., Claeys, L., & Pérez, B. (2012). Identifying personal and contextual factors that contribute to attrition rates for Texas public school teachers. Education Policy Analysis Archives, 20(15), 1-30. Retrieved from: http://epaa.asu.edu/ojs/article/view/967

Travis, B., & Duka, M. (2012). Incorporating a technology-based component into developmental mathematics. Journal of Mathematics and Computer Education.

Vega, T., & Travis, B. (2012). Factors affecting teacher practice. Proceedings of the 10th Annual Hawaii International Conference on Education.

 

2011

Flores, B. B., Casebeer, C. M., & Riojas-Cortez, M. (2011). Validation of the early childhood ecology scale-revised: A reflective tool for teacher candidates. Journal of Early Childhood Teacher Education, 32(3), 266-286. doi: 10.1080/10901027.2011.594487 

Flores, B. B., & Claeys, L. (2011). Academy for Teacher Excellence: Maximizing synergy among partners for promoting college access for Latino teacher candidates. The Urban Review, 43(3), 321-338. doi: 10.1007/s11256-010-0153

Flores, B. B., Claeys, L., & Clark, E. R. (January/February, 2011). Academy for Teacher Excellence: Promoting equity for the preparation of Latino teachers. NABE News, 33(1), 5-8. 

Flores, B. B., Ek, L., & Sánchez, P. (2011). Bilingual education candidate ideology: Descubriendo sus motives y creencias. In B. B. Flores, R. H. Sheets, & E. R. Clark (Eds.), Teacher preparation for bilingual student populations: Educar para transformar (pp. 40-58). Routledge: A Taylor and Francis Group.

Flores, B. B., García, C. T., Claeys, L., Hernández, A., & Sheets, R. H. (2011). Apprenticeships: Affirming consciousness through learning communities. In B. B. Flores, R. H. Sheets, & E. R. Clark (Eds.), Teacher preparation for bilingual student populations: Educar para transformar (pp. 230-234). Routledge: A Taylor and Francis Group.

Flores, B. B., Hernandez, A., Garcia, C. T., & Claeys, L. (2011). Teacher academy induction learning community: Guiding teachers through their zone of proximal development. Mentoring & Tutoring: Partnership in Learning, 19(3), 365-389.

Flores, B. B., Keehn, S., Martinez, M., & Riojas-Cortez, M. (2011). Impact of a program wide diversity initiative on teacher candidates’ cultural efficacy. Critical Issues in Teacher Education, 18(1), 15-29.

Flores, B. B., Mata, E., Clark, E. R., Claeys, L., Villareal, A., & Rodriguez, M. E. (2011). Creating a model for preparing culturally efficacious induction mentors. Proceedings from 2011 Mentoring Conference: Mentoring across Disciplines Conference, October 25-26, 2011, Albuquerque, New Mexico.

Flores, B. B., Hernández, A., García, C. T., & Claeys, L. (2011). Teacher academy learning community’s induction support: Guiding teachers through their zone of professional development. Journal of Mentoring and Tutoring: Partnership in Learning, 19(3), 365-389. doi: 10.1080/13611267.2011.597124

Flores, B. B., Sheets, R. H., & Cark, E. R. (January/February, 2011). Dar Luz – A transformative vision for bilingual education teacher preparation. NABE News, 33(1), 23-24. 

Flores, B. B., Sheets, R. H., & Clark, E. R. (2011). Educar para transformar: Un enfoque de justicia social en la preparación de maestros de educación bilingüe. DIDAC, 58, 54-60. 

Flores, B. B., Sheets, R. H., Clark, E. R. (2011). Teacher preparation for bilingual student populations: Educar para transformar. Routledge: A Taylor and Francis Group.

 

2010

Ek, L. D., Machado-Casas, M., Sánchez, P., & Alanis, I. (2010). Crossing cultural borders: La Clase Mágica as a university-school partnership. Journal of School Leadership, (20)6, 820-849.

Flores, B. B., & Claeys, L. (2010). Reciprocity in collaboration: The Academy for Teacher Excellence’s partnerships. In J. J. Slater & R. Ravid (Eds.), Collaboration in Education (pp. 147-153). Routledge Press: A Taylor and Francis Group.

Flores, B. B., Clark, E. R., Guerra, N. S., Casebeer, C. M., Sanchez, S. V., & Mayall, H. J. (2010). Measuring the psychosocial characteristics of teacher candidates through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) inventory. Hispanic Journal of Behavioral Sciences, 32(1), 136-163.

Fránquiz, M. E., Martínez-Roldán, C., & Mercado, C. I. (2010). Teaching Latina/o children’s literature in multicultural contexts: Theoretical and pedagogical possibilities. In S. A. Wolf, K. Coats, & C. A. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 108-120). New York: Routledge.

Moseley, C., Desjean-Perrotta, B. & Crim, C. (2010). Exploring preservice teachers’ mental models of the environment. In A. Bodzin, B. S., Klein, & S. Weaver (Eds.), The inclusion of environmental education in science teacher education (pp. 209-223). New York: Springer Science + Business Media. Monograph Series for the Association for Science Teacher Education. 

Moseley, C., Desjean-Perrotta, B., Utley, J. (2010). The Draw-An-Environment-Test: Exploring preservice teachers’ mental models of the environment. Environmental Education Research, 16(2), 173-192. 

Riojas-Cortez, M., & Flores, B. B. (2010). Música, versos y juegos: Familias Latinas desarrollando el lenguaje oral con sus niños. Novedades Educativas: Publicación de Nivel General y Educación, 22(230), 46-49. 

Flores, B. B., Clark, E. R., Guerra, N., Casebeer, C. M., Sánchez, S. V., & Mayall, H. (2010). Measuring the psychosocial characteristics of teacher candidates through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) inventory. Hispanic Journal of Behavioral Sciences, 32(1), 136-163. Available from: http://dx.doi.org/10.1177/0739986309353029

Flores, B. B., & Riojas-Cortez, M. (2010). Measuring early childhood teacher candidates’ conceptualizations of a culturally responsive classroom ecology. Journal of Classroom Interaction, 44(2), 4-13.

 

2009

Cuero, K. (2009). Authoring multiple formas de ser: Three bilingual Latino/a fifth graders navigating school. Journal of Latinos and Education, 8(2), 141-160.

Ek, L. D., Cavazos, L., & Salazar, M. (2009). Bilingual Latina/o teacher candidates’ use of WebQuests to tap into community resources for math and science. TABE Journal, 11(1), 162-184.

Guerra, N. S., Flores, B. B., & Claeys, L. (2009). A case study of an induction year teacher’s problem-solving using the LIBRE Model activity. New Horizons in Education: Journal in Education, 57(1), 42-57.

Riojas-Cortez, M., & Flores, B. B. (2009). Sin olvidar a los padres: Families as collaborators within the school and university partnership. Journal of Latinos and Education, 8(3), 231-239.

Riojas-Cortez, M., & Flores, B. B. (2009). Supporting preschoolers’ social development on school through funds of knowledge. The Journal of Early Childhood Research, 7(2), 185-199.

 

2008

Desjean-Perrotta, B., Moseley, C., & Cantu, L. (2008). Pre-service teachers’ perceptions of the environment: Does ethnicity of dominant residential experience matter? Journal of Environmental Education, 39(2), 21-31.

Flores, B. B. (2008). Reflective essay: What are the major challenges faced by teacher education in an increasing global society? Dialogues on teacher education. Teacher Education & Practice, 21(4), 452-454. 

Flores, B. B., & Smith, H. L. (2008). Teachers’ characteristics and attitudinal beliefs about linguistic and cultural diversity. Bilingual Research Journal, 31(1), 1-35.

Flores, B. B., Clark, E. R., Guerra, N., & Sanchez, S. (2008). Acculturation among Latino bilingual education teacher candidates: Implications for teacher preparation institutions. Journal of Latinos and Education, 7(4), 288-304. 

Flores, B. B., & Huerta, M. E. (2008). Credentialing foreign-trained teachers. In J. Gonzalez (Ed.), Encyclopedia of Bilingual Education, Vol. 1 (pp.185-189). Los Angeles, CA: SAGE Publication.

Henkin, R., & Steinmetz, L. (2008). The need for diversity education as perceived by preservice teachers. Journal of the Scholarship of Teaching and Learning, 8(1), 101-109.

Moseley, C., and Utley, J. (2008). An exploratory study of preservice teachers’ beliefs about the environment. Journal of Environmental Education, 39(4), 15-30.

Nichols, S. (2008). An exploration of students’ belongingness beliefs in one middle school. Journal of Experimental Education, 76(2), 145-169.

Riojas-Cortez, M., Huerta, M. E., Flores, B. B., Perez, B., & Riojas Clark, E. (2008). Using cultural tools to develop scientific literacy of young Mexican American preschoolers. Early Child Development and Care, 178(5), 527-536. 

 

2007

Clark, E. R., & Flores, B. B. (2007). Cultural literacy: Negotiating language, culture, and thought. Voices in the Middle, 15(2), 6-12. 

Clark, E. R., & Flores, B. B. (2007). Academic Student Inventory: Self-Observation Year (ASI SOY): Exploring teacher candidate identity development. In A. Ross (Ed.), Citizenship education in Society (pp. 281-288). London: CiCe. Children’s Identity & Citizenship in Europe Available from: http://learning.londonmet.ac.uk/cice/docs/2007_281.pdf

Flores, B. B., Clark, E. R., Claeys, L., & Villarreal, A. (2007). Academy for Teacher Excellence: Recruiting, preparing, and retaining Latino teachers through learning communities. Teacher Education Quarterly, 34(4). 53-69. 

Flores, M. M., & Kaylor, M. (2007). The effects of a direct instruction program on the fractions performance of middle school students at-risk for failure in mathematics. Journal of Instructional Psychology, 34(2), 84-94.

 

2006

Brochin-Ceballos, C., & Fránquiz, M. (2006). Cultural citizenship and Latino English language learners. California English. Retrieved from: http://www.nwp.org/cs/public/print/resource/2331

Clark, E. R., & Flores, B. B. (2006). Normalistas/foreign trained teachers. In L. D. Soto (Ed.), The Praeger handbook of Latino education in the U.S., Vol. 2 (pp. 350-355). Westport, CN: Praeger Publishers.

Clark, E. R., & Flores, B. B. (2006). Teachers and ethnic identity. In L. D. Soto (Ed.), The Praeger handbook of Latino education in the U.S., Vol. 2 (pp. 433-438). Westport, CN: Praeger Publishers.

Cowart, M. T. (2006). From killing fields to classrooms: Understanding and teaching the refugee student. In P. Dam & M. T. Cowart (Eds.), Cultural and linguistic issues for English language learners (pp. 108-141). Arlington, VA & San Marcos, TX: CANH NAM Publishers, Inc. & Texas Woman's University.

Flores, B. B., Clark, E. R., & Rangel, L. X. (2006). Auto-concepto del maestro bilingüe en EU. DIDAC, 47, 35-40. 

Flores, B. B., Claeys, L. & Wallis, D. (2006). Academy for Teacher Excellence: Advancing the dialogue in university and community college partnerships. Journal of Learning Communities Research, 1(1), 29-52.

Fránquiz, M., & Brochin-Ceballos, C. (2006). Cultural citizenship and visual
literacy: U.S. - Mexican children constructing cultural identities along the U.S. - Mexico Border, Multicultural Perspectives, 8(1), 5-12. 

Keehn, S., & Martinez, M. G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 28(3), 11-28.

Reybold, L. E., Flores, B. B., & Riojas-Cortez, M. (2006). Dueling epistemologies? Implementing a critical model of faculty development in teacher education. Professional Educator, 28(2), 1-11.

Wright, W. E. (2006). A Catch-22 for language learners. Educational Leadership, 64(3), 22-27.

Wright, W. E. (2006). Meeting the needs of newcomer non-Spanish-speaking ELLs: A case study of two Cambodian students in a suburban intermediate school. In M. Cowart & P. Dam (Eds.), Cultural and linguistic issues for English language learners (pp. 108-141). Arlington, VA & San Marcos, TX: CANH NAM Publishers, Inc. & Texas Woman’s University.

Wright, W. E., & Li, X. (2006). Catching up in math? The case of newly-arrived Cambodian students in a Texas intermediate school. TABE Journal, 9(1), 1-22.

Wyatt, T. J. (2006). Pre-service educators’ confidence and efficacy in dealing with child and adolescent risk behaviors in diverse classroom settings. Californian Journal of Health Promotion, 4(3), 165-176.

 

2005

Clark, E. R., & Flores, B. B. (2005). Creating a just society: Multicultural teacher education and the changing classroom. Teacher Education and Practice, 18(3), 315-332.

Fies, C. (2005). Classroom response systems: What do they add to an active learning environment? (Doctoral dissertation). Retrieved from: The University of Texas, Austin, TX. Publication Number AAT 3195271.

Vélez-Salas, C. M., Flores, B. B., & Smith, H. L. (2005). Preservice teachers’ attitudes toward language diversity in South Texas. Teacher Education and Practice, 18(3), 297-314. 

 

2004

Clark, E. R., & Flores, B. B., McCoy, B. (2004). Normalistas como maestras bilingües en los EUA: Un studio sobre su concepto y eficacia. Pedagogía (Nueva Epoca), Universidad Pedagógica Nacional. (A publication of National Pedagogy University in Mexico).

Flores, B. B., & Clark, E. R. (2004). A critical examination of Normalistas self-conceptualization and teacher efficacy. Hispanic Journal of Behavioral Sciences, 26(2), 230-257.

Flores, B. B., & Clark, E. R. (2004). The centurion: Standards and high-stakes testing as gatekeepers of prospective bilingual education teachers. In A. Valenzuela (Ed.), Leaving children behind: Why “Texas Style” accountability fails Latino youth (pp. 225-248). Albany: State University of New York Press. 

Flores, B. B., Desjean-Perrotta, B., & Steinmetz, L. E. (2004). Teacher efficacy: A comparative study of university and alternatively certified teachers. ACTION in Teacher Education: Journal for the Association of Teacher Educators, 26(2), 27-46.

Riojas-Cortez, M., Flores, B. B. (2004). Los padres y los maestros: Perspectives of play among bilingual stakeholders in public schools. In S. Reifel & M. H. Brown (Eds.), Advances in early education and day care, volume 13 (pp. 267-288). UK: Emerald Group Publishing Limited.

 

2003

Flores, B. B., & Clark, E. R. (2003). Texas voices speak out against high-stakes testing: Preservice teachers, teachers and students. Current Issues in Education [On-line], 6(3). Available from: http://cie.ed.asu.edu/volume6/number3/

Pérez, B. P., Flores, B. B., & Strecker, S. (2003). Biliteracy teacher education in the southwest. In N. H. Hornberger (Ed.), The continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 207-231). Clevedon, England: Multilingual Matters.

Riojas-Cortez, M., Flores, B. B., Smith, H. L., & Clark, E. R. (2003). Cuéntame un cuento: Bridging family literacy with school literacy. Language Arts, 81(1), 62-71.

Riojas-Cortez, M., Flores, B. B., & Clark, E. R. (2003). Los niños aprenden en la casa: Valuing and connecting home cultural knowledge with the school’s early childhood education program. Journal of the National Association of the Education of Young Children, 58(6), 78-83.

 

2002

Clark, E. R., Flores, B. B. (2002). Narrowing the pipeline for ethnic minority teachers: Standards & high-stakes testing. Multicultural Perspectives, 4(2), 15-20. 

Clark, E. R., Flores, B. B., Riojas-Cortez, M., & Smith, H. R. (2002). You can’t have a rainbow without a Tormenta: A description of an IHE’s response to a community need for a dual-language school. Bilingual Research Journal, 26(1), 123-148. 

Flores, B. B., & Clark, E. R. (2002). El desarrollo de proyecto alianza: Lessons learned and policy implications. CBER, Arizona State University.

Flores, B. B., Keehn, S., & Pérez, B. P. (2002). Critical need for bilingual education teachers: The potentiality of normalistas and paraprofessionals. Bilingual Research Journal, 26(3), 687-708. 

Perez, B., & Flores, B. B. (2002). Biliteracy development in two-way immersion classrooms: Analysis of third grade Spanish and English reading. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), Fifty-first yearbook of the National Reading Conference (pp. 357-367). Chicago: National Reading Conference.

 

2001

Clark, E. R., & Flores, B. B. (2001). Who am I? The social construction of ethnic identity and self-perceptions of Latino preservice teachers. The Urban Review, 33(2), 69-86. 

Flores, B. B. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal, 25(3), 275-299. 

Flores, B. B. (2001). The miracle of TAAS: Urban reality or legend? Implications for teacher preparation. The Journal of the Texas Association for Bilingual Education, 6(1), 11-22.

Flores, B. B. (2001). Thinking out of the box: One university’s experience with foreign-trained teachers. Educational Policy Analysis Archives, 9(18). Available [On-line] from: http://epaa.asu.edu/epaa/v9n18.html

Clark, E. R., & Flores, B. B. (2001). Is Spanish proficiency simply enough? An examination of normalistas attitudes towards Spanish, bilingualism, and bilingual teacher pedagogy. MexTesol Journal, 25(3), 13-27.  

Flores, B. B. (2000). Using an epistemological framework to explore a bilingual education teacher’s beliefs and practices. Diversity Studies. Available [On-line] from: http://www.2cyberwhelm.org/archive/diversity/unders/pdf/teacher.pdf

 

1999

Clark, E. R., & Flores, B. B. (1999). Instructional snapshots in Mexico: Preservice bilingual teachers take pictures of classroom practices. Bilingual Research Journal, 21(2&3),   103-113. 

 

1997

Flores, B. B., & Clark, E. R. (1997). High-stakes testing: Barriers for prospective bilingual teachers. Bilingual Research Journal, 21(4), 335-358.