| Translanguaging Practices and Perspectives of Four Multilingual Teens S Daniel, M Pacheco Journal of Adolescent and Adult Literacy, 10.1002/jaal.500, 2015 | 162 | 2015 |
| Scaffolding to make translanguaging a classroom norm SM Daniel, RT Jiménez, L Pray, MB Pacheco TESOL Journal 10 (1), e00361, 2019 | 138 | 2019 |
| Moving Beyond Yes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students S Daniel, M Martin-Beltrán, M Peercy, R Silverman TESOL Journal, 2015 | 101 | 2015 |
| Translingual Practice, Strategic Participation, and Meaning-Making MB Pacheco, SM Daniel, LC Pray, RT Jiménez Journal of Literacy Research 51 (1), 75-99, 2019 | 93 | 2019 |
| Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol SM Daniel, L Conlin TESOL Quarterly 49 (1), 169-187, 2015 | 86 | 2015 |
| Learning to educate English Language Learners in pre-service elementary practicums S Daniel Teacher Education Quarterly 41 (2), 5-28, 2014 | 85 | 2014 |
| Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates’ Learning across Practicum and Diversity Coursework Experiences SM Daniel The Urban Review 48 (4), 579-600, 2016 | 69 | 2016 |
| Toward contingency in scaffolding reading comprehension: Next steps for research D Reynolds, S Daniel Reading Research Quarterly 53 (3), 367-373, 2018 | 68 | 2018 |
| Developing a zone of relevance: Emergent bilinguals’ use of social, linguistic, and cognitive support in peer-led literacy discussions M Martin-Beltrán, S Daniel, M Peercy, R Silverman International Multilingual Research Journal 11 (3), 152-166, 2017 | 62 | 2017 |
| Learning to Teach English Language Learners: A Study of Elementary School Teachers’ Sense‐Making in an ELL Endorsement Program SM Daniel, L Pray TESOL Quarterly 51 (4), 787-819, 2017 | 60 | 2017 |
| Writing our identities for successful endeavors: Resettled refugee youth look to the future SM Daniel Journal of Research in Childhood Education 33 (1), 71-83, 2019 | 49 | 2019 |
| Curricular design and implementation as a site of teacher expertise and learning MM Peercy, M Martin-Beltrán, RD Silverman, S Daniel Teachers and Teaching 21 (7), 867-893, 2015 | 49 | 2015 |
| Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners S Daniel, MM Peercy Action in Teacher Education 36 (2), 100-116, 2014 | 41 | 2014 |
| Resettled refugee teens’ perspectives: Identifying a need to centralize youths’“funds of strategies” in future efforts to enact culturally responsive pedagogy SM Daniel, M Zybina The Urban Review 51 (3), 345-368, 2019 | 34 | 2019 |
| Learning together: creating a community of practice to support English language learner literacy MM Peercy, M Martin-Beltran, SM Daniel Language, Culture and Curriculum 26 (3), 284-299, 2013 | 29 | 2013 |
| Improving Cohesion in Our Writing: Findings From an Identity Text Workshop With Resettled Refugee Teens SM Daniel, C Eley Journal of Adolescent & Adult Literacy 61 (4), 421-431, 2018 | 27 | 2018 |
| Resettled Refugee Youth Leveraging Their Out-of-School Literacy Practices to Accomplish Schoolwork SM Daniel Mind, Culture, and Activity 25 (3), 263-277, 2018 | 23 | 2018 |
| Scaffolding Practice: Supporting Emerging Bilinguals' Academic Language Use in Two Classroom Communities MB Pacheco, SM Daniel, LC Pray Language Arts 95 (2), 63-76, 2017 | 20 | 2017 |
| Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education? SM Daniel TESOL Journal 6 (1), 149-176, 2015 | 20 | 2015 |
| Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students LC Pray, SM Daniel, MB Pacheco International Multilingual Research Journal 11 (4), 205-222, 2017 | 17 | 2017 |
Mark Barba PachecoUniversity of FloridaVerified email at coe.ufl.edu
