Billen, M. T., Soltero-Lopez, A., Hart, S., Wahleithner, J. M., Horsley, H., & Alamillo, L. (2021). If we want culturally sustaining teachers, we
must be culturally sustaining teacher educators: Modeling culturally sustaining pedagogy
in a teacher education residency program. In S. R. Helfrich & S. L. Hartman (Eds.)
Exemplary Clinical Models of Teacher Education. Charlotte, NC: Information Age Publishing.
Paul, M., Torgerson, C., Tracz, S., Coy, K., & Wahleithner, J. (2020). Engaging the Control-value Theory: A New Era of Student Response Systems and
Formative Assessment to Improve Student Achievement. Research in Learning Technology.
Wahleithner, J. M. (2020). The high school-college disconnect: Examining first-generation college students’
perceptions of their literacy preparation. Journal of Adolescent & Adult Literacy. doi: 10.10002/jaal.1057
Wahleithner, J. M. (2018). Five portraits of teachers’ experiences teaching writing: Negotiating knowledge,
student need, and policy. Teachers College Record, 120(01302), 60 pages.
Bennett, L., Athanases, S., & Wahleithner, J. M. (2015). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges
of conducting classroom inquiry. Action in Teacher Education.
Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2015). Adaptive teaching for English Language Arts: Following the pathway of classroom
data in preservice teacher inquiry. Journal of Literacy Research.
Wahleithner, J.M. (2014). The National Writing Project’s Multimodal Assessment Project: Development
of a framework for thinking about multimodal composing. Computers and Composition.
Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners’ content understandings
through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327.
Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2013). Fostering data literacy through preservice teacher inquiry in English language
arts. The Teacher Educator, 48(1), 8-28.
Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2013). Responsive teacher inquiry for learning about adolescent English Learners
as developing writers. In L. C. de Oliveira & T. Silva (Eds.), L2 writing in secondary classrooms: Student experiences, academic issues, and teacher
education. NY: Routledge.
Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2012). Learning to attend to culturally and linguistically diverse
learners through data in preservice teacher inquiry. Teachers College Record, 114(7), 50 pages.
Athanases, S. Z., & Wahleithner, J. M. (2012). Educators’ conceptions of academic literacy and language. In C. Faltis &
B. Arias (Eds.), Academic language and second language learning. Charlotte, NC: Information Age Publishing.
RESEARCH REPORTS TO SPONSOR
Kurlaender, M., Wahleithner, J. M., & Krausen, K. (2016). Literacy development and school reform at Kit Carson middle school: Final evaluation
report. California Academic Partnership Program, California State University: Long Beach,
CA.
Wahleithner, J. M. (2014). Focus on critical reading and analytical writing: Implementing the Common Core Standards:
Final Evaluation Report. California Postsecondary Education Commission: Sacramento, CA.
Kurlaender, M., Wahleithner, J. M., & Krausen, K. (2012). Literacy development and school reform at Kit Carson middle school: Midcourse evaluation
report. California Academic Partnership Program, California State University: Long Beach,
CA.
Kurlaender, M., Biag, M., & Wahleithner, J. M. (2011). Literacy development and school reform at Kit Carson middle school: Year one evaluation
report. California Academic Partnership Program, California State University: Long Beach,
CA.
Marlink, J. & Wahleithner, J. M. (2011). Improving students’ academic writing: Final report for National Writing Project Local
Sites Research Initiative, Cohort V. National Writing Project, Berkeley, CA.
