Zenaida Aguirre-MuñozAssociate ProfessorAssistant Director, Center for Leadership in EducationAssociate Director, STEM Center for Outreach,

Research and Education

EDUCATIONAL BACKGROUND

Ph.D. in Education, 2000, University of California, Los Angeles. Division of Psychological Studies in Education with an emphasis in Learning and Instruction.

B.A. in Psychology, 1992, University of California, Santa Barbara.

B.A. in Spanish, 1992, University of California, Santa Barbara.

HONORS AND AWARDS

2015 President’s Excellence in Teaching Award, Texas Tech University

2014 Dean’s Excellence in Teaching Award, TTU College of Education

2013 Plains Capitol Bank Local Impact Research Honoree for The Role and Relationship of Self-Efficacy in Teaching Elementary Mathematics to English Language Learner. and Knowing and Teaching Science to Bilingual Students. Plains Capitol Bank, Lubbock TX. (Graduate Adviser and Author)

2012 Integrated Scholar Honoree, Texas Tech University.

2011 American Education Research Association Second Language Research SIG Mid-Career Award Runner Up, AERA.

2011 College of Education Outstanding Researcher Award. Texas Tech University

2010 2010 Chancellor’s Council Distinguished Research Award, Texas Tech University. ($5,000 award)

2010 Critics Choice Book Award of the American Educational Studies Association (AESA), Handbook of Latinos in Education (HLE), Lawrence Erlbaum Associates, Inc. Mahwah, New Jersey. Chapter Author. The award was given to the HLE for its outstanding contribution to scholarship in the Foundations of Education.

2009 Best Paper Award for the International Conference on Education and Information Systems, Technologies and Applications section on the Application of Education Technologies/Education and Training Systems, EISTA, 2009

2008 Distinguished International Scholar for Research on Equity and Opportunity to Learn, University of San Carlos, Guatemala

2008 Top 20 Hispanics of 2008 Designee, Lubbock Hispanic Magazine, Lubbock, Texas

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Texas Tech UniversityCollege of Education

Box 41071 Lubbock, Texas 79409-1071(806) 742-1997 ext. 278, Fax (806) 742-2179

email: z.aguirre@ttu.edu

1997 UC Language Minority Research Institute Dissertation Research Grant Award ($10,000 award)

1995 Title VII Bilingual Education Fellowship Award, University of California, Los Angeles

1992 Robert and Naomi Somer Mexican Studies Award, University of California, Santa Barbara

1992 Senior Service Award, University of California, Santa Barbara

1991 Undergraduate Research Mentorship Program Award, University of California, Santa Barbara

CURRENT GRANTS

2014 National Science Foundation, Noyce Scholars Program, Texas Tech Noyce Scholars Summer Program: Investigating the Influence of Autonomy Support Training (AST) on the Self-Determination of Future STEM Teachers, $600,000 (Co-PI)

2013-2017 National Institute of Health Sciences, Plains Bridges to the Baccalaureate: Diversifying West Texas Scientists, $1,110,000 (Senior Personnel: Evaluator)

2013-2015 National Science Foundation (FIRE), Engineering Literacy to Improve STEM Learning in the Early Years, $390,000. (PI)

2013-2017 Maddox Foundation TTU Summer Scholars Institute, $350,000 (Evaluator)

2012-2016 U.S. Department of Education: Proyecto English Learner Science and Mathematics Education (Proyecto EL SMED), $2,000,000. (PI)

PENDING GRANTS

2014 National Science Foundation (REE) Practices Promoting Engineering Education in collaboration with School of Engineering, $300,000 (PI)

2014 National Science Foundation, Discovery Research K-12 (DRK-12), Teaching & Learning Implementation, Innovation through Integrated Inquiry (In3), $3,000,000 (PI)

PAST GRANTS

2008-2014 National Science Foundation, West Texas Partnership Institute for the Professional Development of Math and Science Teachers in collaboration with the Department of Mathematics and Statistics. $6,100,000 (Co-PI)

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2008-2013 National Institute of Health Sciences, Plains Bridges to the Baccalaureate: Increasing Minorities in Science in collaboration with Environmental Sciences and Biology Departments, $1,000,000 (Co-PI)

2008-2013 The Greater Texas Foundation, Middle School Math and Science (MS)2: Understanding by Design in collaboration with the Texas Tech Mathematics and Science Departments. $3,000,000 (C0-PI)

2007-2012 Department of Education, Office of English Language Acquisition, Project TEACH $1,500,000. (Co-PI)

2006-2007 Texas Education Association, Region 17, Software Efficacy Study, $20,000 (Lead Evaluator)

RECENT UNFUNDED GRANTS (INCOMPLETE LIST)

2014 National Science Foundation, ITEST, Reaching Teachers and Motivating Students (RTMS), $1,200,000 RTMS (Co-PI)

2014 National Science Foundation, Math Science Partnership (NSF, MSP), Transforming STEM Content Learning in the Early Years with a Focus on Engineering, $1,500.000 (PI).

2013 Office of Naval Research, STEM Education and Outreach. Navy On a Chip, 600,000. (C0-PI)

2013 Howard Hughes Medical Institute (HHMI), TTU/HHMI STEM Undergraduate Persistence through Engagement in Research, $2,500,000, (Senior Personnel)

2013 US Department of Education, Investing in Innovation (i3). West Texas Next Generation Teaching and Learning, 3,450,000. (PI).

2013 National Science Foundation, Math Science Partnership (NSF, MSP), A Partnership Engineered to Transform STEM Content Learning in the Early Years, $1,500.000 (PI).

PUBLICATIONS

Refereed Journal Publications (* authored with students)

*Aguirre-Muñoz, Z, Ibrahim, A., & Koca F. (accepted). Building teachers’ capacity to integrate math and science content: Implications for professional learning models. Journal of Science Teacher Education.

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*Stevens, T., Aguirre-Muñoz, Z., Harris, G., Higgins R., & Campos K. (accepted) Teacher Learning Preferences in Professional Development: Self-Determination Implications for Addressing Learning Needs. Journal of Teacher Professional Development.

*Aguirre-Muñoz, Z. Chang, R. & Sanders, J. (2015). Functional Grammar Instruction Impact on Writing, Educational Policies and Current Practices, 1(2), 71-85.

Aguirre-Muñoz, Z. (2014). Focus on content meaning structures matters for English learners: Exploring opportunity to learn academic language. International Journal of Liberal Arts and Sciences, 2(6), 1-20.

*Stevens, T., Harris, G., Liu, X, & Aguirre-Munoz, Z. (2013). Students’ ratings of teacher practices. International Journal of Mathematical Education in Science and Technology, (44) 7, 984-995.

*Stevens, T., Aguirre-Muñoz, Z., Harris, G., Higgins R., & Liu, X, (2013). Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background. Australian Journal of Teacher Education, 38(9).

Aguirre-Muñoz, Z. (summer 2011). Helping ELLs reason mathematically through explicit language moves: Promoting meaningful participation. AccELLerate!, 10-19.

Aguirre-Muñoz, Z. & Amabisca, A. A. (2010). Defining opportunity to learn for English language learners: Linguistic and cultural dimensions of ELLs’ instructional contexts. Journal for the Education of Students Placed at Risk, 15(3), 259-278.

Aguirre-Muñoz, Z. (2010, Fall). Assessment accommodations for English language learners. AccELLerate! (31), 14-16.

*Salazar, D., Aguirre-Muñoz, Z., & Fox, K., & Lucas, L. R. (2010). On-line professional learning communities: Increasing teacher learning and engagement in isolated rural communities. Journal of Systemics, Cybernetics & Informatics, 8(4), 1-7.

Aguirre-Muñoz, Z., Salazar, D. & Fox, K. (2009). On-line Professional Learning Communities: Meeting the Instructional Challenges of a Diverse Educational Environment. Proceedings from the International Conference on Education and Information Systems, Technologies, and Applications, Orlando, Florida., (pp. 277-282).

Aguirre-Muñoz, Z. & Solano-Flores, G. (2009). Accountability and Educational Assessment for Latino, English Language Learning Students: Enhancing Practices through Multidisciplinary Approaches. In, E. Murrillo (Ed.), Handbook of Latinos and Education (pp. 503-522). Lawrence Erlbaum Associates, Inc. Mahwah, New Jersey.

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*Stevens, T., Harris, G., Aguirre-Muñoz, Z. & Cobbs, L. (2009). A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. International Journal of Mathematical Education in Science and Technology, 40, 903-914.

*Aguirre-Muñoz, Z., Park, J. E., Amabisca, A. A. & Boscardin, C. K., (2008). Developing teacher capacity for serving ELLs writing instructional needs: A case for systemic functional linguistics. Bilingual Research Journal, 31. 295-322.

Aguirre-Muñoz, Z. & Boscardin, C. K. (2008). Opportunity to learn and English learner achievement: Is increased content exposure beneficial? Journal of Latinos and Education, 7(3) 186-205.

*Boscardin, C. K., Aguirre-Muñoz, Z., Stoker, G., Kim, J., & Kim, M. (2005). Relationship between opportunity to learn and student performance on English and Algebra assessments. Educational Assessment Journal, 10(4), 147-172.

Artiles, A. J., Aguirre-Muñoz, Z., & Abedi, J. (1998). Predicting placement in learning disabilities programs: Do predictors vary by ethnicity group? Exceptional Children, 64(4), 543-559.

Refereed Proceedings

Harris, G. Stevens, T., Higgins, R., & Aguirre-Munoz. Z. (2014). Rigorous Math Courses for Middle-School Math Teachers. In Matney, G. T. and Che, S. M. (Eds.). Proceedings of the 41th Annual Meeting of the Research Council on Mathematics Learning (pp. 10-17). San Antonio, TX.

Aguirre-Muñoz, Z. & Fox, K. & Salazar, D. (2009). On-line professional learning communities: Meeting the instructional challenges of a diverse educational environment. Proceeding of the annual meeting of the International Conference on Education and Information Systems, Technologies, and Applications, pp. 277-282.

Aguirre, Z. (1992). Cultural learning: The expressions and learning of gender roles and class behaviors in the games of children in Mexican rural communities. Proceedings of the Fifth Annual Conference on Undergraduate Research, University of Minnesota, Minneapolis, MA.

Books & Book Chapters

Aguirre-Muñoz, Z. (2014). Language and meaning in mathematics and science teacher training: Helping teachers use language to help ELs think and construct in disciplined ways. In L. Minaya-Rowe (Ed.), A Handbook to Implement Educational Programs, Practices, and Policies for English Learners (63-81). Charlotte, NC: Information Age Publishing.

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Aguirre-Muñoz, Z. (2009). The impact of language proficiency on complex performance assessments: Examining linguistic accommodation strategies for English language learners. LAP Lambert Academic Publishing AG & Co. Koln, Germany.

Aguirre-Muñoz, Z. & Baker, E. L. (1999). Improving the equity and validity of assessment-based information systems. In M. Nettles (Ed.), Measuring up: Challenges minorities face in educational assessment (pp. 121-136). Norwell, MA: Kluwer.

Aguirre-Muñoz, Z., Baker, E.L., Wang, J., & Niemi, D. (2008). Assessment strategies guidelines lesson. In H. F. O’Neil (Ed.), What works in distance learning: Sample lessons based on guidelines (pp.61-80). Information Age Publishing, Inc. Greenwich, CT.

Artiles, A. J., & Aguirre-Muñoz, Z. (1995). Redefining classroom management for students with problem behaviors: The need for a contextualized research program. In F. E. Obiakor & B. Algozzine (Eds.). Managing Problem Behaviors for Special Educators and Other Professionals. Dubuque Iowa: Kendall Hunt.

Baker, E.L., Aguirre-Muñoz, Z., Wang, J., & Niemi, D. (2005). What works in distance learning: Assessment strategies. In H. F. O’Neil (Ed.), What works in distance learning: Guidelines (pp. 65-88). Information Age Publishing, Inc. Greenwich, CT.

Reese-Miller, P., Agnello, M., Aguirre-Muñoz, Z., & Salazar, D. (forthcoming). Teaching English Language Learners’ in Content Classrooms. SAGE Publications, Newbery Park, CA.

Guidebooks & Practitioner Resources

Aguirre-Muñoz, Z. (2014). English Learner Instructional Strategy Rubric (ELISR): Scoring Guidelines. Proyecto English Learner Science and Mathematics Education, Texas Tech University. Available at: http://cms.educ.ttu.edu/uploadedFiles/research/proyecto/documents/ELISR.pdf.

Aguirre-Muñoz, Z. (2010). Teaching math to diverse adolescent learners: Instructional equity guide. West Texas Middle School Math Science Partnership, Texas Tech University, Texas. Available at: www.wtmsmp.math.ttu.edu/ProjectActivities.htm.

Aguila, V., Aguirre-Muñoz, Z., Blair, M., Cordova, M., Dobb, F., Koency, G., Sanchez, L., Zenda, N., (2007) English-Spanish Education Language Glossary. CDE, DOC No. 422KB. California Department of Education, Sacramento, CA. Available at: http://www.cde.ca.gov/LS/pf/cm/transref.asp.

Aguila, V., Aguirre-Muñoz, Z., Blair, M., Cordova, M., Dobb, F., Koency, G., Sanchez, L., Zenda, N., (2007) Glosario de términos de educación en inglés y español. DOC No. 484KB, California Department of Education, Sacramento, CA. Available at: http://www.cde.ca.gov/LS/pf/cm/transref.asp.

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Commissioned Works/Working Papers

Equity Implications for the Implementation of Common Core Standards on English Learner Educational Opportunities (2013), Commissioned by Mexican American Legal Defense and Education Fund (MALDEF).

Non-Refereed Publications

Aguirre-Muñoz, Z. (2009). Estándares de oportunidad de aprendizaje: Una estrategia para promover equidad escolar. [Opportunity to learn standards: A strategy for promoting educational equity]. In Cátedra Benjamín Bloom para la educación en Guatemala: Ciclo de conferencias 2008, 3, (pp.87-95). Guatemala: University of San Carlos Press.

Manuscripts Under Review or Revising to Resubmit

*Aguirre-Muñoz, Z., Pando, M., Lara, D., Carrizales, D., Pincock, C., Koca, F. (under review). Knowing and Teaching Elementary Math to Bilingual Students: Examining the Role of Teaching Self Efficacy on Content Knowledge Bilingual Research Journal.

Aguirre-Muñoz, Z., Boscardin, C. K., & Wang, E., (revising to resubmit). Measuring English learner opportunity to learn academic language: Effects of teacher education. Educational Assessment.

Pantoya, M., Aguirre-Munoz, Z., & Hunt, E., M., (in review). Developing an Engineering Identity in Early Childhood. American Journal of Engineering Education.

Manuscripts In Preparation

Aguirre-Muñoz, Z., Stevens, T., Harris, G., & Higgins, R. (in preparation) Defining effective mathematics teachers: How can professional development promote evidence-based definitions? Math Enthusiast.

*Pincock C., & Aguirre-Muñoz, Z., (in preparation). The Effectiveness of Dual Language Programs in the Writing Development of Second Language Learners. TABE Journal.

Technical & Evaluation Reports

Aguirre-Muñoz, Z. (2013, October). Middle School Math Science (MS)2: Learning by Design Final Evaluation Report. Greater Texas Foundation.

*Aguirre-Muñoz, Z. & Pincock, C. (2013, September). Proyecto English Learner Science and Math Education Year 2 Evaluation Report. US Department of Education, National Clearinghouse foe English Language Acquistion (NCELA).

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Aguirre-Muñoz, Z. (2012, October). Middle School Math Science (MS)2: Learning by Design Year 3 Evaluation Report. Greater Texas Foundation.

*Aguirre-Muñoz, Z. & Pincock, C. (2012, September). Proyecto English Learner Science and Math Education Year 1 Evaluation Report. US Department of Education, National Clearinghouse foe English Language Acquistion (NCELA).

Aguirre-Muñoz, Z. (2011, October). Middle School Math Science (MS)2: Learning by Design Year 2 Evaluation Report. Greater Texas Foundation.

Aguirre-Muñoz, Z. (2010, October). Middle School Math Science (MS)2: Learning by Design Year 1 Evaluation Report. Greater Texas Foundation.

Aguirre-Muñoz, Z. (2010). Refinement and progress monitoring of the Guatemalan indicators of learning opportunities. Juarez & Associates Inc. Technical Report, Guatemala, Guatemala.

Aguirre-Muñoz, Z. (2009). Report of the Development and Initial Validation of Opportunity to Learn Standards for Pre-Primary and Primary School Grades in Language Arts, Mathematics, and Social Studies. Juarez & Associates Inc. Technical Report, Guatemala, Guatemala.

Salazar, D. & Aguirre-Muñoz, Z (2011). Project TEACH Year 4 Report, DOE Office of English Language Acquisition.

Salazar, D. & Aguirre-Muñoz, Z (2010). Project TEACH Year 3 Report, DOE Office of English Language Acquisition.

Salazar, D. & Aguirre-Muñoz, Z (2009). Project TEACH Year 2 Report, DOE Office of English Language Acquisition.

Salazar, D. & Aguirre-Muñoz, Z (2008). Project TEACH Year 1 Report, DOE Office of English Language Acquisition.

Aguirre-Muñoz, Z., Park, J.E., Brenner, A., Amabisca, A. A., and Boscardin, C. K., (2006). Consequences and validity of performance assessment for english language learners: Conceptualizing & developing teachers’ expertise in academic language. CSE/ CRESST Technical Report No. 700, Los Angeles.

Aguirre-Muñoz, Z. Boscardin, C. K., Jones, B., Park, J.E., Chinen, M., Shin, H. S., Lee, J., Amabisca, A. A., and Brenner, A. (2006). Consequences and validity of performance assessment for English Language learners: Integrating academic language and ELL instructional needs into opportunity to learn measures. CSE/ CRESST Technical Report No. 678, Los Angeles.

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Aguirre-Muñoz, Z., Amabisca, A. A., Amoo-Adare, E., Barnwell, M., & Griffin, N. (2003). Preparing teachers to teach English learners in California: CPDI Year 2 evaluation report. CRESST Deliverable, Los Angeles.

Baker, E. L., Aguirre-Muñoz, Z., Wang, J., & Niemi, D. (2003). What works in distance learning: Assessment strategies. In H. O’Neil (Ed.) What Works in Distance Learning. CRESST Deliverable.

Griffin, N.C, Aguirre-Muñoz, Z., Goldschmidt, P., Trusela, L. Swigert, S. Miyoshi, J., Barnwell, M., & Amoo-Adare E. (2003). Evaluation of the California Professional Development Institutes in English Language Arts: Secondary schools year two report. CRESST Deliverable.

Griffin, N.C, Aguirre-Muñoz, Z., Goldschmidt, P., Amabisca, A., Miyoshi, J., Swigert, S. & Trusela, L. (2003). Evaluation of the California Professional Development Institutes in English Language Arts: Primary grades year two report. CRESST Deliverable.

Aguirre-Muñoz, Z., Kim-Bosacardin, C., & Herman, J. (2002). Content-Based evidence of validity for the Chicago Academic Standards Examinations: Findings from an expert panel review. CRESST Deliverable.

Boscardin, C. K., Aguirre-Muñoz, Z., Chinen, M., Leon, S., & Shin, H. S. (2004). Consequences and validity of performance assessment for English learners: Assessing opportunity to learn (OTL) in grade 6 language arts. CRESST Deliverable.

Bosacardin, C. K., Stoker, G., Kim, J., Kim, M. Aguirre-Muñoz, Z., & (2002). An investigation into the validity of the Chicago Academic Standards Examinations: Year 3 Report. CRESST Deliverable.

Aguirre-Muñoz, Z., Kim, M., & Bosacardin, C. K. (2001). Technical Review of CASE Semester 2, Spring 2000 Field Test Data. CRESST Deliverable.

Aguirre-Muñoz, Z., Bosacardin, C. K, & Kim, M. (2001). An investigation into the validity of the Chicago Academic Standards Examinations: Year Two Report. CRESST Deliverable.

Brown, R., Aguirre-Muñoz, Z., Niemi, D., Herman, J., & Baker, E. L. (2001). Recommendations for Revising the CASE Item development process. Chicago Public Schools Assessment Initiative. CRESST Deliverable.

Griffin, N. C, Aguirre-Muñoz, Z., Hammersley, D. & Amabisca, A. A. (2001). Evaluation of the California Professional Development Institutes in English language arts: Grades prek-6, Preliminary Report. CRESST Deliverable.

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Griffin, N. C, Amabisca, A. A., Aguirre-Muñoz, & Z., Hammersley, D. (2001). Evaluation of the secondary school California Professional Development Institutes in English language arts. CRESST Deliverable.

Muñoz, J. & Aguirre-Muñoz, Z. (1999). Program Evaluation of Cada Cabeza es un Mundo Hispanic Drop-Out Prevention Curriculum. Hispanic Education Media Group. San Jose, California.

Aguirre-Muñoz, Z. & Baker, E. L. (1997). Improving the Equity and Validity of Assessment-Based Information Systems. CRESST/CSE. Technical Report Nº 462 Los Angeles.

Aguirre-Muñoz, Z., Baker, E. L. & Williams, D. (1996). Evaluation of the Advanced Management Program: Cohort one. CRESST Deliverable.

Baker, E. L., Niemi, D., Herl, H., Aguirre-Muñoz, Z. Staley, L. & Linn, R. L. (1995). Report on the Content Area Performance Assessment (CAPA): A Collaboration Among the Hawaii Department of Education, the Center for Research on Evaluation, Standards and Student Testing (CRESST) and the Teachers and Children of Hawaii. CRESST Deliverable.

SCHOLARLY PRESENTATIONS

Peer Reviewed Presentations

* Aguirre-Muñoz, Z., Pando, M., Carrizales, D., Pincock, C., Lara, D., Koca, F. (2015, April). Bilingual Science and Math Professional Development: Impact on Teaching and Content Knowledge. Paper to be presented at the annual meeting of the American Education Research Association (AERA), Chicago, IL.

*Aguirre-Muñoz, Z., Pando, M., Carrizales, D., Pincock, C., Lara, D., Koca, F. (2014, April). Knowing and Teaching Elementary Science to Bilingual Students: Examining the Role of Teaching Self Efficacy on Content Knowledge. Paper presented at the annual meeting of the American Education Research Association (AERA), Boston, PA.

*Aguirre-Muñoz, Z., Pando, M., Lara, D., Carrizales, D., Pincock, C., Koca, F. (2013, April). Knowing and Teaching Elementary Math to Bilingual Students: Examining the Role of Teaching Self Efficacy and Beliefs about Teaching in Conceptual Change. Paper presented at the annual meeting of the American Education Research Association (AERA), San Francisco, CA.

*Aguirre-Muñoz, Z., Pando, M., Carrizales, D., Pincock, C., Lara, D., DeSantiago E., & Khan, Y. (2013, February). Inciting conceptual change to Improve Instruction for

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English Learners in Science and Mathematics. Paper presented at the annual meeting of the National Association for Bilingual Education (NABE), Miami, FA.

Aguirre-Muñoz, Z., (2012, March). Adolescent English learner writing: Relationship between use of linguistic meaning structures and proficiency level. Colloquium paper presented at the annual meeting of the American Association of Applied Linguistics, Boston, MA.

Aguirre-Muñoz, Z., Stevens, T., Harris, G., & Higgins, R. (2012, January). Defining effective mathematics teachers: How can professional development promote evidence-based definitions? Paper presented at the annual meeting of the Math Science Partnerships Learning Network Conference, Washington DC.

Aguirre-Muñoz, Z., Ortiz, R., Lamp, D. & Williams, B. (2011, April) Inciting innovation in math and science teaching through meaningful content integration: Developing teachers’ content and pedagogical knowledge. Paper presented at the annual meeting of the American Educational Research Association conference, New Orleans, LA.

*Stevens, T., Harris, G., Aguirre-Muñoz, Z., Higgins, R., & Parnell, K. (2011, April) Teacher perceptions of effective professional development strategies: Typical representations of different viewpoints. Paper presented at the annual meeting of the American Educational Research Association conference, New Orleans, LA.

Ortiz, R., & Aguirre-Muñoz, Z., Lamp, D. & Williams, B. (2011, February) Science and Mathematics Integration Protocol: Lessons learned from videotaped lessons. Paper presented at the annual meeting of the Southwest Education Research Association, San Antonio TX.

Stevens, T., Harris, G., Aguirre-Muñoz, Z. (2010, January). Developing Teachers’ Mathematical Knowledge for Teaching: Challenges in the implementation and sustainability of a new MSP. Paper presented at the annual meeting of the National Science Foundation/Math and Science Partnership (MSP) Staff and the Learning Network Conference (LNC), Washington DC.

Stevens, T., Harris, G., Aguirre-Muñoz, Z. (2009, November). A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. Paper presented at the annual meeting of the International Conference on Mathematical Education in Science and Technology, South Africa.

Aguirre-Muñoz, Z. & Fox, K. & Salazar, D. (2009, July). On-line professional learning communities: Meeting the instructional challenges of a diverse educational environment. Paper presented at the annual meeting of the International Conference on Education and Information Systems, Technologies, and Applications, Orlando, Florida.

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Aguirre-Muñoz, Z. (2009, July). Application of education technologies/education and training systems. Chair at the annual meeting of the International Conference on Education and Information Systems, Technologies, and Applications, Orlando, Florida.

Aguirre-Muñoz, Z. & Salazar, D. & Fox, K. (2009, April). An investigation of the Project TEACH on-line Learning community for in-service teachers seeking ESL supplemental certification. Paper presented at the annual meeting of the American Educational Research Association conference, San Diego, CA.

Aguirre-Muñoz, Z. & Fox, K. & Salazar, D. (2009, April). Increasing teacher capacity with online learning communities for pre-service teachers in rural Texas. Paper presented at the annual meeting of the American Educational Research Association conference, San Diego, CA.

*Aguirre-Muñoz, Z. & Amabisca, A. (2008, March). The development of point of view in adolescent English learner writing. Paper presented at the annual meeting of the American Educational Research Association conference, New York, NY.

*Aguirre-Muñoz, Z. & Amabisca, A. (2008, March). Adolescent English learner development of knowledge display in writing. Paper presented at the annual meeting of the American Educational Research Association conference, New York, NY.

Aguirre-Muñoz, Z. (2008, March). Historical legacy and current challenges: Examining bilingual pre-service preparation programs in Texas. Chair at the annual meeting of the American Educational Research Association conference, New York, NY.

Aguirre-Muñoz, Z., & Salazar, D. (2008, February). Strategies for transitioning students to English reading and writing. Paper presented at the National Association for Bilingual Education, Tampa, FL.

Aguirre-Muñoz, Z. (2007, April). Literacy development of young, at-risk students and potential predictors of subsequent literacy achievement. Chair at the annual meeting of the American Educational Research Association conference, Chicago, IL.

*Parks, J., Aguirre-Muñoz, Z., & Amabisca, A. (2006, January). Supporting English learner academic language development. Paper presented at the annual meeting of the National Association for Bilingual Education (NABE), Phoenix, AZ.

*Aguirre-Muñoz, Z., Parks, J. & Amabisca, A., (2006, March). Examining developmental patterns of academic language. Paper presented at the annual meeting of the Teachers of English to Students of Other Languages (TESOL) conference, Tampa, Florida.

Aguirre-Muñoz, Z., Boscardin, C., & Jones, B., (2006, April). Integrating academic language and ELL instructional needs into opportunity to learn measures. Paper

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presented at the annual meeting of the American Educational Research Association conference, San Francisco, CA.

*Aguirre-Muñoz, Z., Parks, J., Amabisca, A., Jones, B., & Boscardin, C. K. (2006, April). Building teacher capacity for developing ELLs’ understanding of academic genres: The promise of functional linguistics. Paper presented at the annual meeting of the American Educational Research Association conference, San Francisco, CA.

*Boscardin, C., Aguirre-Muñoz, Z., Jones, B., Park, J., Chinen, M., & Shin, H. S. (2006, April). Impact of academic language on student performance and implications for outcome-based reform efforts. Paper presented at the annual meeting of the American Educational Research Association conference, San Francisco, CA.

*Jones, B., Aguirre-Muñoz, Z, & Park, J. (2006, April). Academic language and procedural scaffolding in writing instruction. Paper presented at the annual meeting of the American Educational Research Association conference, San Francisco, CA.

*Aguirre-Muñoz, Z., Amabisca, A., & Parks, J. (2005, April). Developing teachers’ expertise in L2 academic language: A functional grammar approach. Paper presented at the annual meeting of American Educational Research Association conference, Montreal, Canada.

*Boscardin, C., Aguirre-Muñoz, Z., Stoker, G., Kim, J., & Kim, M. (2005, April). Relationship between opportunity to learn and student performance on English and algebra. Paper presented at the annual meeting of American Educational Research Association conference, Montreal, Canada.

Aguirre-Muñoz, Z. (2004, April). Assessment, achievement, and placement in bilingual contexts. Discussant at the annual meeting of American Educational Research Association conference, San Diego, CA.

*Aguirre-Muñoz, Z., Amabisca, A., & Griffin, N. C. (2003, April). "Teacher knows best": Large-scale professional development to teachers of English learners. Paper presented at the annual meeting of American Educational Research Association conference, Chicago, IL.

Aguirre-Muñoz, Z., Boscardin, C. K., & Herman, J. (2003, April). Standards-based assessments-inflated claims or reality?: Towards an empirically-based method for judging alignment. Paper presented at the annual meeting of American Educational Research Association conference, Chicago, IL.

Aguirre-Muñoz, Z., Griffin, N. C., Amabisca, A., & Amoo-Adare, E. (2003, February) Super-size my ELD combo, please! Providing quality large-scale professional development to teachers of English learners. Paper presented at the annual meeting of the National Association for Bilingual Education, New Orleans, LA.

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*Aguirre-Muñoz, Z., Amabisca, A., & Griffin, N. C. (2002, May). Avoiding the ELD drive-thru: Improving the educational achievement of English learners through quality professional development. Paper presented at the annual meeting of the Language Minority Research Institute, San Francisco, CA.

Aguirre-Muñoz, Z. (2000, April). What does knowledge look like?: Mapping English language learners’ Conceptual knowledge. Paper presented at the Annual meeting of American Educational Research Association conference, New Orleans.

Koency, G., Aguirre-Muñoz, Z., & Kuan, L. (1999, April). Where research and practice collide: Creating teacher-researcher collaboratives to develop large-scale performance assessment systems. Interactive symposium at the annual meeting of the National Council for Measurement in Education.

Aguirre-Muñoz, Z., Kahn, A., Butler, F., & Waltman, K. (1997, March). Reaching equity in assessment systems: Applying language accommodations to performance assessments. Paper presented at the annual meeting of American Educational Research Association conference, Chicago, IL.

Aguirre-Muñoz, Z., Staley, L., Land, B. (1997, November). From content standards to assessments and back again. Symposia conducted at the annual meeting of the California Educational Research Association conference, Santa Barbara.

Baker, E.L., Aguirre-Muñoz, Z., & Waltman, K. (1997, April). Impact of Rater Knowledge and Cognitive Demands on Technical Quality of Performance Assessment Rating. Paper presented at the annual meeting of the National Council for Measurement in Education, Chicago, IL.

Aguirre-Muñoz, Z. (1996, April). Assessment-driven reform: Tales of the south pacific. Symposia conducted at the annual meeting of American Educational Research Association conference, New York.

Aguirre-Muñoz, Z. (1995, April). The effects of English learner characteristics on teachers' causal attributions of failure. Paper presented at the annual meeting of the Council of Exceptional Children, Indianapolis, MA.

Aguirre-Muñoz, Z., April T., Peterson, S. & Revil, J. (1995, March). Issues of morality in the development of children's expressions of guilt. Paper presented at the annual meeting of the Social Research of Child Development, Indianapolis, MA.

Artiles, A. J., Aguirre-Muñoz, Z., & Masino, L. (1995, April). Predictors of educational placement for at-risk minority students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

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Aguirre-Muñoz, Z. (1994, April). Bilingual education: Problems and prospects. Paper presented at the annual meeting of the Council of Mexican-American Administrators Conference. Pasadena, CA.

Trevino, C., Solorzano, D., Villalpando, O., Avalos, J., Aguirre-Muñoz, Z., & Bernal, D. (1994, April). Multiple paths to the Ph.D.: A look at the educational experience of Chicanas and Chicanos. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Aguirre-Muñoz, Z., Villalpando, O., Talavera, V., Avalos, J., Diaz, R., & Celaya, L. (1992, February). Gente in Education: The Chicano/Latino graduate experience. Interactive symposia at the annual meeting of the Chicano/Latino Intersegmental Convocation, San Francisco, CA.

Non-Peer Reviewed Presentations

*Gregory, M. O., Peinado, F., Blancas, Z., & Aguirre-Muñoz, Z., (2014, November). Concept based teaching in dual science classrooms. Curriculum workshop presented to 70 participants at the annual meeting of the La Cosecha Dual Language Education of New Mexico, Santa Fe, New Mexico.

Aguirre-Muñoz, Z., (2012, December). Academic Conversations that Engage & Inspire. Teacher presentation at the Annual meeting of the Lubbock Association for Bilingual Education, Lubbock, TX.

Higgins, R., Harris, G., Aguirre-Muñoz, Z., Stevens, T., (2012, January). The West Texas Middle School Math Partnership. Poster presented at the Joint Mathematics Meeting of American Mathematical Society (AMS) and Mathematical Association of America (MAA), Boston, MA.

Aguirre-Muñoz, Z., & Ortiz, R. (2011, November) Pedagogical content knowledge and the integration of science & mathematics: Inciting innovation in a virtual environment. Paper presented at the annual meeting of the School Science and Mathematics conference, Colorado Springs, CO.

*Pincock, C., & Aguirre-Muñoz, Z., (2011, November) The Effectiveness of Dual Language Programs in the Writing Development of Second Language learners. Paper presented at the annual meeting of the La Cosecha Dual Language Conference, Albuquerque, NM.

Aguirre-Muñoz, Z., (2011, June). Engaging Students in Critical Thinking and Reasoning: What Math & Science Curricula Can’t Do. Workshop presented at the annual meeting of the Lubbock Independent School District Leadership Conference, Lubbock, TX.

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Ortiz, R., Aguirre-Muñoz, Z., Lamp, D., & Williams, B. (2011, June) What is the big idea? Making connection between mathematical and science content areas. Workshop presented at the annual meeting of the Lubbock Independent School District Leadership Conference, Lubbock, TX.

Stevens, T., Aguirre-Muñoz, Z., Harris, G., & Higgins, R. (2011, June) Self-efficacy for self-efficacy builders: engagement strategies Workshop presented at the annual meeting of the Lubbock Independent School District Leadership Conference, Lubbock, TX.

Aguirre-Muñoz, Z., (2010, December). Teaching math to diverse learners: Instructional equity strategies. Mini-workshop presented at the annual meeting of the California League of Middle Schools, San Diego, CA.

Aguirre-Muñoz, Z., (2010, June). Effective Strategies to Link Assessment with Instruction. Mini-workshop presented at the first annual meeting of the Lubbock Independent School District Leadership Conference, Lubbock, TX.

Aguirre-Muñoz, Z., (2010, January). New research-based academic language strategies for English learners. Mini-workshop presented at the annual meeting of the California League of High Schools, Monterey, CA.

Aguirre-Muñoz, Z., (2009, December). New strategies for developing literacy skills of ELLs. Mini-workshop presented at the Third Annual Project TEACH/Lubbock Area-Association for Bilingual Education conference, Lubbock, TX.

Harris, G., Dwyer, J., Aguirre-Muñoz, Z., Stevens, T., Koepp, W., & D'Ann Ratheal, J., (2009, April). An investigation into the use of case studies in the training of in-service and pre-service middle school math teachers. Workshop conducted at Mathematical Association of America, Golden, CO.

Aguirre-Muñoz, Z. & Boscardin, C. K., (2004, September). Opportunity to learn: Integrating academic language & related processes. Paper presented at the annual meeting of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), Los Angeles, CA.

Aguirre-Muñoz, Z. & Boscardin, C. K. (2002, September). Capturing opportunity to learn using survey instruments. Paper presented at the annual meeting of the National Center for Research on Evaluation, Standards and Student Testing (CRESST), Los Angeles, CA.

Aguirre-Muñoz, Z. (2000, September). Applying research on assessing reading skills. Chair at the annual meeting of the National Center for Research on Evaluation, Standards and Student Testing (CRESST), Los Angeles, CA.

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Aguirre-Muñoz, Z. (2000, October). Measuring higher order thinking skills. Chair at the Asia-Pacific Economic Cooperation Assessment Conference, Los Angeles, CA.

Aguirre-Muñoz, Z. (1999, September). Linguistic supports: Do they measure up? Paper presented at the annual meeting of the National Center for Research on Evaluation, Standards and Student Testing (CRESST), Los Angeles, CA.

Niemi, D. & Aguirre-Muñoz, Z. (1996, September). Model-based large-scale assessment. Paper presented at the annual meeting of the National Center for Research on Evaluation, Standards and Student Testing (CRESST), Los Angeles, CA.

Staley, L. & Aguirre-Muñoz, Z. (1996, August). How good is good enough?: A first look at standard setting. Paper presented at the annual Hawaii Federal Programs Conference, Honolulu, HI.

Aguirre-Muñoz, Z. & Staley, L. (1995, October). Teacher tools for assessing students' deep understanding. Symposia conducted at the District of Columbia Public Schools, Office of Education Research Institute and Research for Better Schools Conference, Washington DC.

Invited Lectures, Seminars, & Keynote Addresses

*2013-2014 Winning Ways to Writing. Teacher ongoing workshop to 35 teachers in Lubbock TX.

2011, May English Learner Assessment: Advances and Regrets. Keynote address presented at the Third Annual Southern Methodist University (SMU) Newcomer/ELL Institute, Dallas, TX.

2011, May Selecting Appropriate Assessments for English Learners. Invited workshop address presented at the Third Annual Southern Methodist University (SMU) Newcomer/ELL Institute, Dallas, TX.

2011, April Achievement Gaps in Latino Education. Invited panel presentation presented at the Texas Tech Cross-Cultural Academic Advancement Center Diversity Summit, Lubbock, TX.

2011, February Texas Immigration: Social and Moral Implications. Invited panelist for the “I am a Techsan” difficult dialogue education series. Texas Tech University, Lubbock, TX.

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2010, September Access, comparability, and consequences: Assessment considerations. Invited panel presentation at the annual meeting of the Council of Chief State School Offices (CCSSO) Conference. Alexandria, VA.

2010, August Marco Conceptual Actualizado de Oportunidades de Aprendizaje [Opportunity to Learn Conceptual Framework for Action]. Invited Seminar presented to the Guatemalan Ministry of Education, Department Directors (Dirección Generales y Departamentales) meeting of 25 directors and representatives. Guatemala, Guatemala.

2010, August Oportunidades de Aprendizaje al Nivel Departamental y Local: El Papel de las Dirrecciones Departamentales [Opportunitiy to Learn at the Local and Regional Level: The Role of Regional Directors]. Invited Seminar presented to the Guatemalan Ministry of Education, Local Education Agency (LEA) Directors (Dirección Generales y Departamentales) meeting of 5 LEA directors and representatives. Guatemala, Guatemala.

2010, May Middle School EL Developmental Trends in Academic Language: How do ELs Display What they Know? Invited lecture presented at the first annual meeting of the Alliance for Multilingual Multicultural Education. Albuquerque, New Mexico.

2010, May Beyond the Writing Formulas: Instructional Strategies that Bridge Academic Reading and Writing Content for English Learners. Invited seminar to be presented at the first annual meeting of the Alliance for Multilingual Multicultural Education, Albuquerque New Mexico.

2010, March Latino Educational Policy Panel. Invited moderator addressing an audience of 200 at the first Annual Texas Tech University Latino Education Summit. Lubbock, Texas.

2009, December New Strategies for Developing Academic Literacy Skills of ELLs. Invited workshop presented at the third annual meeting of the Lubbock Area Association for Bilingual Education, Lubbock, Texas.

2009, March Oportunidades de Aprendizaje: Aspectos Lingüísticos y Culturales. [Opportunity to learn: Linguistic and cultural factors.). Invited lecture delivered to administrative staff of the Ministry of Education, Bilingual Education Division to an audience of 25 at the request of the Ministry of Education, Guatemala City, Guatemala.

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2008, May Estándares De Oportunidad De Aprendizaje: Una Estrategia Para Promover Equidad Escolar. [Opportunity to Learn Standards: A strategy for promoting educational equity] Bloom Distinguished Lecture delivered to an audience of 300 at the Universidad de San Carlos, Guatemala City, Guatemala.

2008, May Desarrollando Estándares De Aprendizaje Nacionales: Ventajas Y Dudas. [Developing national opportunity to learn standards: Benefits and Issues.] Seminar presented to the Guatemala Ministry of Education Curriculum and Assessment Division at the request of the US AID Standards Project, Guatemala City, Guatemala.

2007, April Preparing for Job Talks: What to Expect and What to Avoid. Panel Discussion. Division C Graduate Students Committee, AERA, Chicago, IL.

2007, April Negotiating Gender and Gender Equity. Pre-conference workshop director at the annual meeting of the American Educational Research Association conference, Chicago, IL.

2005, February Developing Academic Language Skills. Seminar delivered at the request of the California Association for Bilingual Education Conference, Los Angeles, CA.

2004, February In Search of “Existence Proof” in NCLB: Challenges for English Learners. Keynote Address. California Science and Mathematics Projects/FOCUS Third Annual Assessment Conference. Center for Educational Partnerships. UC, Irvine, Irvine, CA.

2004, January Assessing the Bilingual Child: A Need for a Paradigm Shift. Seminar. Lubbock Unified School District, Lubbock, TX.

2003, April Deciphering Testing. Education Writers Association: New Reporters Seminar. EWA National Seminar: No Child Left Behind: Possibilities, Limits, and Loopholes, Chicago, IL.

2003, March Fundamental assessment issues in the era of high stakes accountability: Implications for English Learners. Theoretical foundations of Language Minority Education. Anastasia Amabisca, Lecturer. California State University, Long Beach, School of Education.

2003, February No Child Left Behind Assessment Issues for English Language Learners. Guest Lecture in Policy Analysis in Education. Alison Bailey, Associate Professor. UCLA Graduate School of Education and Information Studies.

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2002, March Prospects of bilingual education in assessment-driven reform: Issues and possibilities. Guest Lecture in Language Development and Education. Alison Bailey, Associate Professor. UCLA Graduate School of Education and Information Studies.

2000, May What bilingual teachers need to know about assessment for English learners. Guest Lecture in Language Development and Education. Concepción Valadez, Associate Professor. UCLA Graduate School of Education and Information Studies.

1999, December Performance-based instruction and assessment: Strategies for bilingual teachers. Guest Lecture in Language Development and Education. Concepción Valadez, Associate Professor. UCLA Graduate School of Education and Information Studies.

1998, May New assessment strategies in education: Implications for English language learners. Guest Lecture in Language Development and Education. Concepción Valadez, Associate Professor. UCLA Graduate School of Education and Information Studies.

1997, December Developing articulated standards-based systems that meet the needs of all students. Panel Participant at the U. S. Department of Education Regional Conference on Improving America’s Schools. Washington, D.C.

TEACHING EXPERIENCE

Associate Professor Texas Tech University8/2004-present College of Education, Bilingual Education and Diversity Studies.

Teaching graduate level courses in first and second language acquisition, bilingual education research, research methodology, assessment of linguistically diverse students, and program evaluation.

California State University, Los Angeles, Lecturer Charter School of Education, Education Foundations1997-1998 EDFN 402. Psychological Foundations of Education. Developed and

delivered a graduate level course that focused on psychological theories pertaining to education from an historical and comparative perspective. The course was designed to give teachers exposure to prominent psychological paradigms and their impact on both the presentation of curriculum and in student learning.

RESEARCH EXPERIENCE

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Texas Tech UniversitySenior Personnel Center for Research in Leadership and Education2013-2017 Plains Bridges to the Baccalaureate: Diversifying West Texas Scientists.

Manages and oversees the design, development, implementation, and administration of a research and evaluation of the impact of program activities on program participants’ transfer rate, BS completion rate and aspirations and enrollment into post graduate science programs. ($1,000,000 5-Year Budget)

Texas Tech UniversityPrincipal Investigator Center for Research in Leadership and Education

2011-2013 Middle School Math and Science (MS)2: Understanding by Design. Manages and oversees the internal evaluation and research of the impact of the program model on in-service teachers’ knowledge and skills pertaining to the instruction of underserved student populations; Develop and implement coursed designed to train teachers on curricular and instructional adaptations and modifications to increase opportunity to learn math and science content and skills for culturally and linguistically diverse student populations. ($3,000,000 6-Year Budget)

Texas Tech UniversityCo-Principal Investigator Center for Research in Leadership and Education

2008-2014 Plains Bridges to the Baccalaureate: Increasing Minorities in Science. Manages and oversees the design, development, implementation, and administration of a research and evaluation of the impact of program activities on program participants’ transfer rate, BS completion rate and aspirations and enrollment into post graduate science programs. ($1,000,000 5-Year Budget)

2008-pres. West Texas Partnership Institute for the Professional Development of Math and Science Teachers. Co-manage and co-oversee the design, development, implementation, and administration of the research and evaluation of the impact of the program model on in-service teachers’ content and pedagogical knowledge and subsequent student learning. ($6,100,000 5-Year Budget)

2008-2013 Middle School Math and Science (MS)2: Understanding by Design. Manages and oversees the internal evaluation and research of the impact of the program model on in-service teachers’ knowledge and skills pertaining to the instruction of underserved student populations; Develop and implement coursed designed to train teachers on curricular and instructional adaptations and modifications to increase opportunity to learn

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math and science content and skills for culturally and linguistically diverse student populations. ($3,000,000 6-Year Budget)

2007-2012. Project TEACH: Teacher Education Alliance Collaborative for Higher Education. Manages and oversees the design, development, implementation, and administration of a research and evaluation of the impact of program model on pre- and in-service teachers’ knowledge and skills pertaining to the instruction of ELLs. ($1,500,000 5-Year Budget)

UC, Los Angeles, Graduate School ofSenior Research Associate Education and Information Studies, 1996-present

2003-2004 Technology-Based Assessment of Language and Literacy (TBALL). Supported the design and implementation of a computer-based literacy instruction and assessment tool for bilingual children ages 3-8. ($1,200,000 3-Year Budget)

2001-2003 Office of Naval Research-Knowledge, Maps, and Tools Project. Supported the design of a computer-based problem solving authoring and assessment tool. Prepared plans for research and evaluation tasks. ($500,000 2-Year Budget)

2000-2004 Consequences and Validity of Performance Assessments for English Learners. Managed and oversaw the design, development, implementation, and administration of a large-scale investigation of the impact of assessment-driven reform on the achievement of English learners. Coordinated and conducted professional development, data analysis, as well as prepared plans for and reports of research and evaluation tasks. ($300,000 3-Year Budget)

1999-2002 Inglewood Unified School District Assessment Development Project. Managed and oversaw the design, development, implementation, and administration of alternative assessments in language arts and mathematics at multiple grade levels (4-11). Coordinated and conducted professional development, data analysis, as well as prepared plans for and reports of research and evaluation tasks. ($150,00 3-Year Budget)

1999-2002 Chicago Public Schools Assessment Project. Managed and oversaw the design, development, implementation, and administration of alternative and traditional assessments in language arts, mathematics, history/ social studies, and science at multiple secondary grade levels. Coordinated and conducted data analysis as well as prepared plans for and reports of research and evaluation tasks. ($600,000 3-Year Budget)

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1996-2002 Los Angeles Unified School District Assessment and Accountability Project. Supported the design, development, implementation, and administration of alternative assessments in language arts and history/social studies for multiple grade levels. Coordinated and prepared plans for and reports of research and evaluation tasks. Coordinated the development of Spanish language and new assessment technologies. (5,000,000 7-Year Budget)

UC, Los Angeles, Graduate School ofStaff Researcher Education and Information Studies, 1996-present

1997-1999 Los Angeles Unified School District Assessment and Accountability Project. Supported the design, development, implementation, and administration of alternative assessments in history/social studies for multiple grade levels. Coordinated and prepares plans for and reports of research and evaluation tasks. Coordinated the development of Spanish language and alternative assessment technologies.

PROGRAM EVALUATION EXPERIENCE

Texas Tech UniversitySenior Evaluator Center for Research in Leadership and Education

2007-2008 Lubbock Independent School District At-Risk and Drop Out Prevention Office. Designed a needs assessment for district-wide programming for services targeting Latino and African-American students at high risk for dropping out of school.

2007-2008 Region 17 Education Service Center Curriculum and Accountability Office. Designed and implemented an evaluation of computer-based tools to support the achievement of K-12 students in reading and mathematics in Region 17 service area (59 school districts in West Texas).

UC, Los Angeles, Graduate School ofSenior Evaluator Education and Information Studies, 1996-present

2001-2003 California Professional Development Program Institutes. The goal of the California Professional Development Institutes was to improve teacher content and pedagogical knowledge. Managed and developed a state-wide evaluation plan for the English/Language Arts CPDIs program addressing needs of English language learners.

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Senior Evaluator Diverse Solutions Inc.

1998 Hispanic Education and Media Group. The Hispanic Education and Media Group (HEMG) is an organization that is dedicated to the improvement of the education retention rates of Latino students. Designed and implemented an evaluation study for the first cohort of students who received the HEMG culture-specific multicultural curriculum.

1997 I Have a Dream Foundation. The I Have a Dream Foundation is a national program to increase educational opportunities for high-risk inner city youth. Developed and created a database designed to compile program information to monitor student progress and program effectiveness.

1996 Family Partnership Program. The Family Partnership program is an after school program designed to motivate and improve the educational experiences of Latino elementary school students. Developed and implemented evaluation measures to determine program effectiveness.

CONSULTING ACTIVITIES

International Expert Juarez & Associates Inc.

2008-2012 Guatemala Educational Research Standards Project. Provide technical assistance to US AID project personnel and the Guatemala Ministry of Education on the development of national opportunity to learn standards to monitor educational reform goals; provide technical assistance in the reform of bilingual education at the national level.

Professional Expert Los Angeles County Office of Education (LACOE)

2002-2010 Research, Evaluation, and Assessment Division. Provided technical assistance to districts in developing and aligning benchmark assessments to the ELA content standards and other state assessments; Assisted LACOE Assessment Director with the development and review of California Department of Education (CDE) assessment materials in English and Spanish in the CDE Web site, and distributed through the CDE listserves for the various state testing programs; Provided on-going support to schools for the evaluation of the Comprehensive School Reform program, Immediate Intervention/Under Performing School Program, and High Priority School Grant program.

UCLA Center for Research on Evaluation,

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Standards & Student Testing,Research & Evaluation Consultant Center for the Study of Evaluation7/2004-12/2005 Consequences of Educational Reform Project. Provided technical

assistance to senior staff in the final analysis and reporting of an investigation of the impact of assessment-driven reform on the achievement of English learners. Assist with the coordination of data analysis, as well as reports of research findings. Collaborate in research and development efforts including grant proposal writing.

TEACHING ACTIVITIES AT TEXAS TECH UNIVERSITY

EDBL 3310 Spanish for Bilingual TeachersEDBL 3332 Foundations of Bilingual StudiesEDBL 3334 Dual Language and Cognitive Development in Bilingual ProgramsEDBL 3336 Instruction and Management in Bilingual and Multi-lingual SettingsEDBL 4321 Teaching Literacy/Biliteracy in Elementary ProgramsEDBL 5337 Teaching Strategies for ESL and Content-Area Teachers of Limited

English Proficient StudentsEDBL 5334 First and Second Language AcquisitionEDBL 5340 Academic Writing Development & Analysis Methods for K-12 Second

Language LearnersEDCI 5306 Academic Literacy Development in Math and ScienceEDCI 5372 Assessment Issues in Science and Math EducationEDCI 6393 Advanced Practicum in Curriculum and InstructionEDCI 6306 Universal Access to Math & Science Content InstructionEPSY 5385 Introduction to Social Research MethodologyEDBL 7000.005 Graduate Seminar on Equity and Fairness in the Assessment of

Linguistically Diverse Student PopulationsEDBL 7000.003 Graduate Seminar on Evaluation of Special Programs and Populations

GRADUATE STUDENT ADVISING & COMMITTEE MEMBERSHIP

Doctoral StudentsDenise Lara Bilingual Education 2012- present (ABD)Cecilia Pincock Bilingual Education 2012-present (Chair)Delia Carrizales Bilingual Education 2013-present (Chair)Jame Sanders Curriculum & Instruction 2012-2014 (ABD)Leticia Madrid Curriculum & Instruction 2010-present (Chair)Nanette Montes Curriculum & Instruction 2005-present (Chair, ABD)Beth Garcia Curriculum & Instruction 2012-2013 (Cmtte Member, Graduated)Nicholas Santavicca Curriculum & Instruction 2010-2013 (Chair, Graduated)Gloria Calderon Curriculum & Instruction 2009-2012 (Chair, Graduated)Elizabeth Cortes Curriculum & Instruction 2006-2008 (Graduated)Chiu Yin Wong Curriculum & Instruction 2009-2010 (Co-Chair, Graduated)

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Dana Manning Curriculum & Instruction 2006-2008 (Co-Chair, Graduated)

Master’s StudentsAnn Davis Curriculum & Instruction 2012-13 (Thesis Committee)Elda DeSantiago Bilingual Education 2012-2014 (Graduated)Robert Nunez Bilingual Education 2012-2014 (Graduated)Jessica Rockwell Bilingual Education 2012-2014 (Graduated)Zelene Blancas Bilingual Education 2012-2014 (Adviser)Rong Chong Curriculum & Instruction 2011-2014 (Graduated)Michelle Sedberry Curriculum & Instruction 2012-2014 (Thesis Chair-Graduated)Maria Brito Bilingual Education 2012-2013 (Adviser-Graduated)Brenda Ritchy Bilingual Education 2012-2013 (Adviser-Graduated)Julia Guerra Bilingual Education 2010-2013 (Adviser-Graduated)Alan Torriente Bilingual Education 2010-2013 (Adviser-Graduated)Belinda Molinar Bilingual Education 2012-2013 (Adviser-Graduated)Denise Lara Bilingual Education 2010-2012 (Thesis Chair-Graduated)Ryan Culbertson Multidisciplinary Studies 2011-2012 (Portfolio Chair-Graduated)Miranda Sierra Curriculum & Instruction 2010-2012 (Thesis Chair -Graduated)Carole Kidd Curriculum & Instruction 2010-2012 (Adviser-Graduated)Cecilia Pincock Bilingual Education 2008-2011 (Thesis Chair-Graduated)Pricilla Becerra Bilingual Education 2010-2011 (Adviser-Graduated)Yerko Sepulveda Bilingual Education 2009-2010 (Adviser-Graduated)Delia Carrizales Curriculum & Instruction 2009-2010 (Adviser, Graduated)Lori Satterwhite Curriculum & Instruction 2009 (Exam Committee-Graduated)Ruth Savala Curriculum & Instruction 2009 (Exam Committee-Graduated)

UNIVERSITY SERVICE

Office of International Affairs, Latin American Task Force, Texas Tech University2014 Member, Developed strategic plan to increase the partnerships with Latin

America

Vice President for Research Search Committee, Texas Tech University2013 Member.

Art School Graduate Program Review Committee, Texas Tech University 1/2010-5/2010 Member. As part of Texas Tech internal review process, the committee’s

charge is to review graduate programs within the School of Art. The review centers on faculty productivity, academic support to graduate students, course offerings, 6-year enrollment trends, faculty-student relations, overall satisfaction of students, and facilities.

Annual All University Conference on the Advancement of Women in Higher Education Steering Committee, Texas Tech University

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9/2005-2007 Member. The All University Conference on the Advancement of Women in Higher Education is sponsored annually by the Women’s Studies Council and the Office of Women’s Studies. Sponsors for the 2006 conference gratefully acknowledge include the Administration of Texas Tech University and Texas Tech Health Sciences Center; the Student Union Building staff; the members of the Women’s Studies Community Connection and Ryan Madrid.

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Mentor Tech Mentoring Program, Texas Tech University8/2005-2006 Mentor. Mentor Tech Mentoring Program is designed to increase the

retention of underrepresented student groups at the undergraduate and graduate levels at Texas Tech University. The program offers a range of services to students to assist with academic, financial and social needs of the students.

Diversity and Excellence Award Committee. Office Of the President, Texas Tech University2004-2006 2004 Member; 2005 Chair. Diversity and Excellence Award Committee

selects nominated faculty, staff and students for this award. The award is designed to recognize and promote activities on and off campus that impact diversity on campus.

McNair Advisory Committee (MAC), Texas Tech University9/2004-2005 Member. The McNair Advisory Committee (MAC) is charged with promoting

educational opportunity to first generation college students from limited income backgrounds. The committee offers annual scholarships to deserving underserved students.

COLLEGE SERVICE

Promotion and Tenure Committee, College of Education, Texas 2011-pres. Member.

STEM Faculty Search Committee, College of Education, Texas Tech University2012-2013 Member. Hired 4 STEM faculty

Bilingual Education Student Organization (BESO), Texas Tech University2011-pres. Co-Faculty Adviser. The BESO is an official affiliate of the Texas Associa-

tion of Bilingual Education.

Graduate Academic Affairs Committee, Texas Tech University9/2007-2010 Chair (08-09) Member (07-08). The committee has the responsibility of

maintaining oversight of all matters related to the quality of graduate education, in both master’s and doctoral programs and in advanced certification programs.

College of Education, Faculty Council, Texas Tech University9/2007-2009 Member. The Faculty Council is a vehicle for faculty governance, the

empowerment of faculty to recommend policy directly related to the conduct and quality of faculty life in the College of Education. The Faculty Council facilitates processes by which faculty may be fully involved in deliberation and recommendation.

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College of Education Scholarship Committee, Texas Tech University2/2006-2007. Member. The Texas Tech College of Education Scholarship awards

continuing students merit and need-based awards to deserving undergraduate and graduate students.

Kappa Delta Pi Honor Society in Education, Texas Tech University2004-2005 Adviser. Kappa Delta Pi Honor Society is dedicated to: scholarship and

excellence in education; the development and dissemination of worthy educational ideas and practices; the continuous growth of leadership of its diverse members; inquiry and reflection on significant educational issues; and a high degree of educational fellowship.

DEPARTMENT/PROGRAM SERVICE

Elementary Education, Texas Tech University 2013-present Program Coordinator. Monitors program assessment data for accreditation

and internal evaluation needs; directs and monitors on-going program improvement activates, directs anchor faculty work and provides professional development to elementary faculty (30 FTE; 10 Part-time). Schedules and runs program meetings.

Graduate Certificate in Multidisciplinary Studies in Bilingual STEM 2013- present Adviser; Program Developer

Bilingual Education & Diversity Studies, Texas Tech University 2010-2013 Program Coordinator. Maintains course schedules and program website,

monitors program assessment data for accreditation and internal evaluation needs. Schedules and runs program meetings.

Bilingual Education & Diversity Studies, Texas Tech University 1/2012-6/2010 Tech Teach Site Co-Coordinator. Conducts formative and evaluative

performance assessments of pre-service teacher candidates. Evaluates and monitors teacher candidate progress and makes recommendations for improvement for both the teachers and program areas.

Teacher Certification & Undergraduate Academic Affairs Committee, Texas Tech University9/2006-2007 Member. The Texas Tech College of Education Teacher Certification &

Undergraduate Academic Affairs Committee reviews course development and modification proposals for the college of education.

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NATIONAL & INTERNATIONAL SERVICE

Advisory Board for the Institute for Education Sciences Teaching Quality Project The Ohio State University2014-present Member. The Writing for English Language Learners (WELLS): Exploring the

Relationship Between Writing Instruction and Student Outcomes project investigates the relationship between instruction and both narrative and persuasive writing among Spanish-speaking ELLs in fourth grade. The project also investigates potential differences in these relationships for students with different levels of English and Spanish language and literacy proficiency.

Promotion and Tenure External EvaluatorNew Mexico State University, Department of Curriculum and Instruction2014 Assessed the professional performance of Dr. Blanca Araujo, assistant

professor in Social Studies Education including an appraisal of the quality of her publications, scholarly papers presented at scholarly meetings, her reputation in the field and capacity as a scholar in the areas of Critical Pedagogy, Social Studies Education, Latino Critical Race Theory, Bilingual Education and Teacher Education.

Editorial Board for the American Education Research Journal (AERJ)American Education Research Association (AERA)2013-pres. Associate Editor. Reviews incoming manuscripts, makes reviewer selections,

monitors review process, drafts initial recommendation letter for Chief Editor.

Campaign for High School Equity, California Chapter, 2012-2013 Consultant. The Campaign for High School Equity is a diverse coalition of

national civil rights and education advocacy organizations primarily representing communities of color. CHSE members are united in the belief that high schools should have the capacity and motivation to make every student ready for graduation, college, work and life. The coalition’s intent is to acquaint parents, educators, policymakers, advocates, and the general public with the policy priorities that are critical to reversing the dropout crisis and closing the achievement gap. As a consultant, I create policy briefs on the impact of the Common Core Standards on instruction, assessment, and learning of English Learners that will be used to inform all stakeholders including district administrators and state legislators.

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Ad Hoc Committee to review the revision of the 1999 Standards for Educational and Psycho-logical Measurement (Standards). American Education Research Association (AERA)2012 Member. This ad hoc AERA committee reviewed the Standards and made

recommendations to the AERA Council for their approval. The Standards is written for the professional and for the educated layperson and addresses professional and technical issues of test development and use in education, psychology and employment. This book is a vitally important reference for professional test developers, sponsors, publishers, users, policymakers, employers, and students in education and psychology. The revised Standards is expected to be approved by all sponsoring organizations by March 2013.

Mesa Técnica de ODAs [OTL Technical Board], Reforma Educativa en el Aula (REALA)2010-2011. Ex-oficio Member. REAULA is a US AID-funded project that is designed to

assist the Guatemalan Ministry of Education implement its current reform policies. This technical board is charged with the design, implementation, and coordination of the monitoring and evaluation of the newly developed national opportunity to learn standards.

Common Core Academic Language Expectations for English Language Learners Steering Committee, Council of Chief State School Officers (CCSSO)2010 Member. The CCSSO and the World-Class Instructional Design and

Assessment (WIDA) groups, in collaboration with relevant stakeholders, propose to produce set of grade-level Common Core Academic Language Expectations for English Language Learners for voluntary adoption and use by states. Built upon current best practices and research, these English academic language expectations would complement states’ own English language proficiency standards by identifying the academic language and linguistic foundations grounded in the Common Core State Standards.

Executive Council. Alliance for Multilingual Multicultural Education (AMME)2010 Member. AMME is a national organization dedicated to bringing

fundamental change in language education policy and practice for students in our nation. A key charge of the Executive Council is to assist the Executive Board to partner with other organizations to actively promote educational excellence and equity for English language learners and their families.

Expert Panel Reviewer, Division C Section 1: Reading, Writing, and Language Arts, American Education Research Association 2009, 2011 Panelist. Evaluates a set (7-10) of AERA proposal submissions for the

annual meeting. AERA considers such service to be an honor and recognition of your qualifications to contribute to making meritorious decisions regarding submission for the Annual Meeting.

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Expert Panel Reviewer, Bilingual Research SIG, American Education Research Association2011 Panelist. Evaluates a set (7-10) of AERA proposal submissions for the

annual meeting. AERA considers such service to be an honor and recognition of your qualifications to contribute to making meritorious decisions regarding submission for the Annual Meeting.

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Expert Panel Reviewer, Division H:Section 3: Assessment in the Schools, American Education Research Association2009, 2011 Panelist. Evaluates a set (7-10) of AERA proposal submissions for the

annual meeting. AERA considers such service to be an honor and recognition of your qualifications to contribute to making meritorious decisions regarding submission for the Annual Meeting.

Brown Lecture Nomination Committee, American Education Research Association2008-2009 Member. The AERA Brown Lecture in Education Research features

important research that advances understanding of issues related to equality and equity in education. The committee selects from a national pool a distinguished scholar notable for producing significant research related to equality in education and is invited to give the Brown lecture.

Committee on Scholars and Advocates on Gender Equity (SAGE), American Education Research Association2006-2009 2007-2009 Chair. Chair Designate in 2006-2007. SAGE focuses on research

and action for gender equity and invites members who engage in gender equity research and advocacy to look to the committee as a resource and voice for their interests.

Social Justice Action Committee (SJAC), American Education Research Association2008-2009 Member. SJAC is charged to ensure that the programs of AERA including

the annual meeting commits to promoting the diverse demographic representation of the membership and to advance educational research with a focus on disadvantaged populations in society.

Division C: Learning and Instruction, American Education Research Association2006-2007 Literacy and Language Arts Section Chair. Organized the review, selection,

and scheduling for accepted proposals for the national AERA conference.

2006-2009 Graduate Student Committee Advisor. Oversee and advise graduate student committee members and activities at local and national events.

Presidential Taskforce for the Review of AERA/APA/NCME Educational and Psychological Testing Standards, American Education Research Association2007 Member: This committee was charged with reviewing and making

recommendations for both content and committee membership for the next edition of the AERA/APA/NCME Educational and Psychological Testing Standards, the gold standard in testing practices, which is published by these three organizations.

Proposal Reviewer, American Education Research Association2005-2009 Divisions C, H, and Bilingual Special Interest Group

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Manuscript Reviewer

2011-present Educational Policy Analysis Archives, Editor: Gustavo Fishman

American Educational Research Journal, Section on Teaching, Learning, and Human development, Editor: Arlette Ingram Willis & Violet J Harris.

School Science and Mathematics.

2011 Íkala, revista de lenguaje y cultura [Ikala, Journal of language and culture], Editor: Wilson Orozco

2014 Elementary School Journal, Editor Russell Gersten2011, 2010 Elementary School Journal, Special Issue, Editor: Mary J. Schleppegrell

2008-present Bilingual Research Journal, Editors: María E. Fránquiz & Alba Ortiz

2004-present Journal of Latinos and Education Reviewer, Editors: Enrique Murrillo & Juan. S. Muñoz

2007-2008 Journal of Thought Reviewer, Editor: Doug Simpson

Statewide Pupil Assessment Review Panel (SPAR) Sensitivity Review Panel, California State Board of Education2004 Member. Participated in regularly scheduled meetings for the purpose of

reviewing the sensitivity of all of the State Testing and Reporting (STAR) & California High School Exit Exam (CAHSEE) items at all grade levels and content areas, including inappropriate or offensive content and potential areas of bias.

STATE SERVICE

Project IDEAL: Informing & Designing Education for All Learners. Texas Education Agency2007-2012 Advisory Board Member. Provides expertise and support to the Project

IDEAL Principal Investigator and Staff. Project IDEAL, funded by the Texas Council for Developmental Disabilities (TCDD), is a teacher preparation program intended to better prepare teachers to work with students with disabilities.

Texas Education Certification Committee for the Bilingual Target Language Proficiency Test, Texas Education Agency2007-2009 Member. Provides expertise and support to the development of the

frameworks and items for the new language proficiency test all bilingual teachers are required to pass for certification in Texas.

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LOCAL SERVICE

Ramirez Charter School Standardized Dress Committee, LISD, Lubbock Texas3/2012-6/2012 Member. Ramirez Charter School Standardized Dress Committee investigat-

ed the feasibility of implementing a standardized dress code for students at Ramirez elementary school, investigated options, surveyed parent opinions disseminated survey results, and coordinated an implementation plan for the 2012-2013 school year.

Frenship ISD, Strategic Planning Action Team Wolforth, Texas8/2010-2011. Member. The Frenship Independent School District Strategic Planning

committee is charged with providing the superintended with recommenda-tions pertaining to a wide range of issues including communication, community engagement, professional development, and programming.

LISD Dual Language Program Recruitment Committee, Lubbock, Texas1/2009-2010. Member. Due to uneven enrollment patters at Ramirez Elementary—home to

the younger of two Dual Language Enrichment Programs provided by the Lubbock Independent School District (LISD)—LISD leadership recently requested this committee be formed to conduct strategic planning for recruitment for the district and monitor enrollment of targeted populations, particularly at Ramirez Elementary.

LISD Bilingual Teacher Consortium, Lubbock, Texas Tech5/2008-2010. Founding Professional Development Leader. The LISD Bilingual Teacher

Consortium is comprised of area bilingual teachers who are committed to improving student achievement through shared inquiry into best practices and continuing their understanding of the literacy development of bilingual children. This group meets every six weeks to discuss curriculum alignment across schools, in light of TEA’s new bilingual language arts standards. This year’s focus is Spanish reading comprehension and vocabulary development.

Lubbock-Area Association for Bilingual Education (LAABE), Lubbock Texas Tech5/2006-pres. Program Co-Chair, 2007, 2008, 2009; Founding Member, 2006. LAABE

provides professional development and networking opportunities for west Texas bilingual and English-as-a-second language teachers. It holds two mini-conferences per year.

Harwell Elementary School Outdoor Education Center Committee, Lubbock Texas8/2004-2008 Member. Outdoor Education Center Committee collaborates with Texas

Tech and local community agencies to plan and develop an outdoor classroom that promotes learning in the life sciences. Primary author of $10,000 grant to support construction of Outdoor Education Center from LOWE’s Education Foundation.

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Harwell Elementary School Parent Teacher Association, Lubbock Texas8/2006-pres. Member. The Harwell PTA raises funds for graduation related events

including the ceremony dinner, and fifth grade activities. In addition it raises funds to procure resources and equipment for teachers. Obtained $1,600 for a robotics camp equipment in the summer of 2006 from the Lubbock Area Foundation

Harwell Elementary School Advisory Committee, Lubbock Texas8/2004-2006 Member. Harwell Elementary Advisory Committee advises the principle on 2008-pres. matters related to the education of students in the Two-Way Language

Immersion Program. The committee is committed to the recruitment of families entering the program, dissemination of program materials, and beautification of the campus.

Mother/Daughter Program (MD) Development Committee, American Association of University Women, Lubbock, Texas Branch 10/2005-2007 Founding Member. American Association of University Women promotes

education and equity for women and girls through its wide range of services and fundraising activities. The Lubbock MD program aims to increase the motivation of middle school girls of underrepresented groups and their mothers to prepare for and eventually complete a college education. Obtained $8,000 to offset the cost of a summer enrichment program from the Lubbock Area Foundation.

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

American Association for Applied Linguistics (AAAL)American Education Research Association (AERA)National Association for Bilingual Education (NABE)North American Systemic Functional Linguistics Association (NASFLA)Southwest Education Research Association (SERA)Teachers of English to Students of Other Languages (TESOL)Texas Association for Bilingual Education (TABE)

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