Researchers

2020

Next generation sheltered instruction to support English learners in secondary science classrooms.

By Buxton, C. & Caswell, L.

External link - https://doi.org/10.1002/sce.21569

2019

Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments.

By Cardozo-Gaibisso, L., Kim, S., Buxton, C. and Cohen, A.

External link- https://doi.org/10.1002/tea.21611

“Being on the other side of the table": Lessons from a community-based science learning program with Latinx families.

By Kirmaci, M., Allexsaht-Snider, M., & Buxton, C.

External link- https://doi.org/10.1177/0042085919877934

2017

Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops.

By Allexsaht-Snider, M., Vazquez Dominguez, M., Buxton, C., & Karsli, E.

External link- http://dx.doi.org/10.1080/09540253.2017.1343936

Statistical and qualitative analyses of students’ answers to a constructed response test of science inquiry knowledge

By Kim, S., Kuak, M., Cardozo-Gaibisso, L., Buxton, C. & Cohen, A.

External link- https://journals.colostate.edu/analytics/article/view/120

Connecting soccer to middle school science: Latino students' passion in learning.

By Vazquez Dominguez, M., Allexsaht-Snider, M. & Buxton, C..

External Link- http://dx.doi.org/10.1080/15348431.2017.1319368

2016

A design-based model of science teacher professional learning in the LISELL-B project.

By Buxton, C., Hernandez, Y., Allexsaht-Snider, M., Aghasaleh, R., Cardozo-Gaibisso, L., & Kirmaci, M.

In A. Oliveira & M. Weinburgh (Eds.). Science Teacher Preparation in Content-Based Second Language Acquisition. New York: Springer, 179-196.

Using teacher logs to study project enactment and support professional learning in the LISELL-B project.

By Caswell, L., Schwartz, G., Minner, D., Allexsaht-Snider, M., & Buxton, C.

In C. Buxton & M. Allexsaht-Snider (Eds.), Supporting K-12 English Language Learners in Science:  Putting Research into Teaching Practice. New York: Routledge, 93-119