Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants
Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latina/o immigrants. Teachers College Record, 120(6).
Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools
Colegrove, K. S. S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Supporting Young Children of Immigrants in PreK-3, 130.
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants’ Conceptualizations of Learning
Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309-334.
“My Teacher Is Going to Think They’re Crazy”: Responses to LOPI Practices in U.S. First-Grade Classrooms
Adair, J. K. (2015). “My teacher is going to think they’re crazy”: Responses to LOPI practices in US first-grade classrooms. Advances in Child Development and Behavior, (49), 341-356.
Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants
Colegrove, K. S. S., & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122-135.
Communal Agency and Social Development: Examples from First Grade Classrooms Serving Children of Immigrants
Adair, J. K., & Colegrove, K. S. S. (2014). Communal agency and social development: Examples from first grade classrooms serving children of immigrants. Asia-Pacific Journal of Research in Early Childhood Education, 8(2).
