| After the two-year commitment: A quantitative and qualitative inquiry of teach for America teacher retention and attrition AJ Heineke, BS Mazza, A Tichnor-Wagner Urban Education 49 (7), 750-782, 2014 | 156 | 2014 |
| The Seal of Biliteracy: Variations in policy and outcomes KJ Davin, AJ Heineke Foreign Language Annals 50 (3), 486-499, 2017 | 98 | 2017 |
| Teaching, learning, and leading: Preparing teachers as educational policy actors AJ Heineke, AM Ryan, C Tocci Journal of Teacher Education 66 (4), 382-394, 2015 | 90 | 2015 |
| Opening doors for bilingual students: Recommendations for building linguistically responsive schools AJ Heineke, E Coleman, E Ferrell, C Kersemeier Improving Schools 15 (2), 130-147, 2012 | 83 | 2012 |
| Re-envisioning the role of universities in early childhood teacher education: Community partnerships for 21st-century learning AS Kennedy, A Heineke Journal of Early Childhood Teacher Education 35 (3), 226-243, 2014 | 64 | 2014 |
| Dialoging about English learners: Preparing teachers through culturally relevant literature circles AJ Heineke Action in Teacher Education 36 (2), 117-140, 2014 | 61 | 2014 |
| Using understanding by design in the culturally and linguistically diverse classroom AJ Heineke, J McTighe ASCD, 2018 | 55 | 2018 |
| The Seal of Biliteracy: Considering equity and access for English learners AJ Heineke, KJ Davin, A Bedford Education Policy Analysis Archives 26, 99-99, 2018 | 54 | 2018 |
| Negotiating language policy and practice: Teachers of English learners in an Arizona study group AJ Heineke Educational Policy 29 (6), 843-878, 2015 | 51 | 2015 |
| The Seal of Biliteracy: Successes and challenges to implementation KJ Davin, AJ Heineke, L Egnatz Foreign Language Annals 51 (2), 275-289, 2018 | 49 | 2018 |
| Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement. EM Vera, A Heineke, AL Carr, D Camacho, MS Israel, N Goldberger, ... Journal of Catholic Education 20 (2), n2, 2017 | 48 | 2017 |
| Restrictive language policy in practice: English learners in Arizona AJ Heineke Multilingual Matters, 2016 | 45 | 2016 |
| Prioritizing multilingualism in US schools: States’ policy journeys to enact the seal of biliteracy AJ Heineke, KJ Davin Educational Policy 34 (4), 619-643, 2020 | 42 | 2020 |
| Learning from students, teachers, and schools: Field-based teacher education for emergent bilingual learners AJ Heineke, E Giatsou Journal of Teacher Education 71 (1), 148-161, 2020 | 42 | 2020 |
| Teaching, learning, and leading with schools and communities: One urban university re-envisions teacher preparation for the next generation AM Ryan, D Ensminger, AJ Heineke, A Kennedy, DP Prasse, LK Smetana Issues in Teacher Education 22 (2), 2014 | 39 | 2014 |
| The Seal of Biliteracy: Adding students’ voices to the conversation KJ Davin, AJ Heineke Bilingual Research Journal 41 (3), 312-328, 2018 | 38 | 2018 |
| Working together in urban schools: How a university teacher education program and Teach for America partner to support alternatively certified teachers AJ Heineke, H Carter, M Desimone, Q Cameron Teacher Education Quarterly 37 (3), 123-136, 2010 | 38 | 2010 |
| Teacher preparation and language policy appropriation: A qualitative investigation of Teach for America teacher in Arizona AJ Heineke, Q Cameron Education Policy Analysis Archives 21 (33), 2013 | 36 | 2013 |
| Beyond language and academics: Investigating teachers’ preparation to promote the social-emotional well-being of emergent bilingual learners AJ Heineke, EM Vera Journal of Teacher Education 73 (2), 145-158, 2022 | 35 | 2022 |
| Preparing teachers for language assessment: A practice‐based approach KJ Davin, AJ Heineke TESOL Journal 7 (4), 921-938, 2016 | 35 | 2016 |
Kristin DavinProfessor of Foreign Language Education, University of North Carolina at CharlotteAdresă de e-mail confirmată pe charlotte.edu