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Shannon M. Daniel
Shannon M. Daniel
Vanderbilt University Peabody College
Verified email at vanderbilt.edu
Title
Cited by
Cited by
Year
Translanguaging Practices and Perspectives of Four Multilingual Teens
S Daniel, M Pacheco
Journal of Adolescent and Adult Literacy, 10.1002/jaal.500, 2015
1522015
Scaffolding to make translanguaging a classroom norm
SM Daniel, RT Jiménez, L Pray, MB Pacheco
TESOL Journal 10 (1), e00361, 2019
1192019
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
932015
Translingual Practice, Strategic Participation, and Meaning-Making
MB Pacheco, SM Daniel, LC Pray, RT Jiménez
Journal of Literacy Research 51 (1), 75-99, 2019
812019
Learning to educate English Language Learners in pre-service elementary practicums
S Daniel
Teacher Education Quarterly 41 (2), 5-28, 2014
812014
Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol
SM Daniel, L Conlin
TESOL Quarterly 49 (1), 169-187, 2015
782015
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
672016
Toward contingency in scaffolding reading comprehension: Next steps for research
D Reynolds, S Daniel
Reading Research Quarterly 53 (3), 367-373, 2018
632018
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
592017
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
532017
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
442019
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
442015
Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners
S Daniel, MM Peercy
Action in Teacher Education 36 (2), 100-116, 2014
402014
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
302019
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
292013
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
252018
Resettled Refugee Youth Leveraging Their Out-of-School Literacy Practices to Accomplish Schoolwork
SM Daniel
Mind, Culture, and Activity 25 (3), 263-277, 2018
242018
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
192017
Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?
SM Daniel
TESOL Journal 6 (1), 149-176, 2015
182015
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
172017
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