Παρακολούθηση
Megan Madigan Peercy
Megan Madigan Peercy
Special Assistant to Provost and Prof of Language, Literacy, & Social Inquiry, and Teacher Education
Η διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα umd.edu - Αρχική σελίδα
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Παρατίθεται από
Παρατίθεται από
Έτος
Making transparent the challenges of developing a practice-based pedagogy of teacher education
MM Peercy, FJ Troyan
Teaching and Teacher education 61, 26-36, 2017
2132017
Collaboration to teach English language learners: Opportunities for shared teacher learning
M Martin-Beltran, MM Peercy
Teachers and Teaching 20 (6), 721-737, 2014
1582014
The geographies of difference: The production of the east side, west side, and central city school
E Buendia, N Ares, BG Juarez, M Peercy
American Educational Research Journal 41 (4), 833-863, 2004
1092004
Moving Beyond Yes or No: Shifting From Over‐Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students
SM Daniel, M Martin‐Beltrán, MM Peercy, R Silverman
TESOL journal 7 (2), 393-420, 2016
1072016
Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry
MM Peercy, J Sharkey, L Baecher, S Motha, M Varghese
TESOL Journal 10 (4), e482, 2019
1022019
Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom
MM Peercy, M Martin-Beltran
International Journal of Inclusive Education 16 (7), 657-673, 2012
1022012
Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base
MM Peercy, J Sharkey
Language Teaching Research 24 (1), 105-115, 2020
932020
Can I ask a question?
MM Peercy, M Martin-Beltrán, RD Silverman, SJ Nunn
Teacher Education Quarterly 42 (4), 33-58, 2015
932015
“We need more consistency”: Negotiating the division of labor in ESOL–mainstream teacher collaboration
MM Peercy, M Ditter, M Destefano
Tesol Journal 8 (1), 215-239, 2017
832017
Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students
M Martin-Beltrán, JM Tigert, MM Peercy, RD Silverman
International Journal of Educational Research 82, 135-146, 2017
692017
Preparing English language learners for the mainstream: Academic language and literacy practices in two junior high school ESL classrooms
MM Peercy
Reading & Writing Quarterly 27 (4), 324-362, 2011
692011
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
652017
Challenges in enacting core practices in language teacher education: A self-study
MM Peercy
Studying Teacher Education 10 (2), 146-162, 2014
612014
ESOL teacher candidates' emotions and identity development
B Yazan, MM Peercy
Teacher education and professional development in TESOL, 53-67, 2016
582016
How can ESOL and mainstream teachers make the best of a standards‐based curriculum in order to collaborate?
M Martin‐Beltrán, MM Peercy
TESOL Journal 3 (3), 425-444, 2012
502012
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
492015
Problematizing the theory-practice gap: How ESL teachers make sense of their preservice education
MM Peercy
Journal of Theory and Practice in Education 8 (1), 20-40, 2012
422012
Effects of a cross-age peer learning program on the vocabulary and comprehension of English learners and non-English learners in elementary school
RD Silverman, M Martin-Beltran, MM Peercy, AM Hartranft, DM McNeish, ...
The Elementary School Journal 117 (3), 485-512, 2017
412017
Expanding roles: Teacher educators’ perspectives on educating English learners
S Daniel, MM Peercy
Action in Teacher Education 36 (2), 100-116, 2014
412014
Constructing literacy: How goals, activity systems, and text shape classroom practice
NM Ares, MM Peercy
Journal of Literacy Research 35 (1), 633-662, 2003
332003
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