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UNIVERSITY OF CALIFORNIA SANTA BARBARA
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Why literature? The value of literary reading and its implications for pedagogy
"Everyone can do it": An ethnographic study of accessing English performance arts in a sheltered secondary class
A retrospective interview study of literacy sponsorship and first generation Latino college writers
The development of writers and writing abilities: A longitudinal study across and beyond the college-span
Tradition and innovation in writing assessment: A comparison of scaled-scoring and Forced-Choice Scoring
Interdisciplinary challenges of writing in Environmental Studies
Use of storybook reading in a family literacy program: Socializing parents to mainstream family literacy practices and promoting parents' English proficiency
Secondary English teacher preparation in writing instruction: A study of California teacher education programs, 1955-2005
California's content standards in literary response and analysis: World-class or pseudo-literate?
Identity development in TAs and tutors: From preparation to practice
Joining ideological communities: Case studies of two Chicana first generation college students' writing development and personal development
Continued variation amid standardization: The effects of school program improvement status and of participation in the South Coast Writing Project (SCWriP) on teachers' curricular sensemaking and enactment
Language policy and education in Sindh, 1947-2010: A critical study
California High School Exit Examination Remediation: Affording Long-Term English Learners the Opportunity for Learning Academic Literacy in English-Language Arts
A Pedagogical Grammar of Ventureno Chumash: Implementing Grammatical Theory in Grammar Writing
The Development of Preservice English Teacher Beliefs about Literacy, Teaching, and Students
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