Carmen Durham

Emhoff, A., & Durham, C. (2024). AI for Differentiation. MIDTESOL Ed Tech IS Newsletter., (Spring).

Durham, C. (2024). Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK). Journal of Teacher Education, 75(3), 347–360. https://doi.org/10.1177/00224871231223460

Durham, C. (2024). Digital Literacy: Definitions and Frameworks. MIDTESOL Ed Tech IS Newsletter, (Winter).

Durham, C., Jones, L., & Hall, W. (2024). Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations. The CATESOL Journal, 34(1). https://doi.org/10.5070/b5.24841

Durham, C., & Jones, L. (2024). Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools. Educational Technology and Society, 27(3), 268–282.

Durham, C. (2024). Reflecting on Roots while Forging the Future: Exploring Teacher Identity. Carolina TESOL. Presented at the Carolina TESOL, Myrtle Beach, SC.

Durham, C., & Jones, L. (2023). Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools. AERA. Roundtable presented at the AERA, Chicago, IL.

Martin-Beltrán, M., Durham, C., & Cataneo, A. (2023). Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges. Teaching and Teacher Education, 124. https://doi.org/10.1016/j.tate.2022.104008

Castillo, J. C., DuBord, E., Durham, C., & Zwanziger, E. (2023). Promising Practices with Heritage Learners. Iowa World Language Association Annual Conference. Presented at the Iowa World Language Association Annual Conference, Ankeny, IA.

Durham, C. (2023). Teacher educator toolbox: Strategic mediation in teacher preparation coursework focused on technology. System, 114, 103031. https://doi.org/10.1016/j.system.2023.103031

Jones, L., Durham, C., & Smith, S. (2023). “Most of His Teachers Had ‘Given Up’”: Preparing Future Educators to Critically Examine Their Multifaceted Instructional Demands. The Teacher Educator, 59(1), 103–122. https://doi.org/10.1080/08878730.2023.2265347

Hall, W., Durham, C., & Jones, L. (2022). A virtual community exploration project to improve home-school connections. In C. Lin, N. Bell, & J. B. Cowen (Eds.), Supporting Student Success through Community Asset Mapping. NYS TESOL.

Durham, C., & Boozel, C. (2022). Engaging culturally and linguistically diverse families in bilingual education. MIDTESOL Conference. Presented at the MIDTESOL Conference, Kansas City, MO.

Durham, C., Jones, L., & Hall, W. (2022). Exploring Students’ Worlds: Leveraging Funds of Knowledge Through Virtual Community Explorations. AERA. Roundtable presented at the AERA, San Diego, CA.

Durham, C., Jones, L., & Pandya, E. (2022). Five ways to activate students’ background with Nearpod. MDTESOL Newsletter, (Fall).

Durham, C., & Stainbrook, B. (2022). Meeting culturally and linguistically diverse students’ needs: Transitioning from face-to-face to virtual instruction. AERA. Roundtable presented at the AERA, San Diego, CA.

Martin-Beltran, M., Durham, C., & Cataneo, A. (2022). Preservice Teachers Developing Humanizing, Intercultural Competence. AERA. Presented at the AERA, San Diego, CA.

Durham, C. (2022). Teacher Educator Toolbox: Strategic Mediation for Preparing Teachers to Use Technology. SSRN. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85137750614&partnerID=MN8TOARS

Jones, L., Smith, S. L., & Durham, C. (2022). Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners. Computers and Education, 189. https://doi.org/10.1016/j.compedu.2022.104592

Durham, C. (2022). ‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching. The Language Learning Journal, 51(6), 783–796. https://doi.org/10.1080/09571736.2022.2081713

Glanbock, K., & Durham, C. (2021). Affordances and Constraints of Fluid Language Practices in Linguistically Diverse Classrooms. AAAL Virtual. Presented at the AAAL Virtual.

Martin-Beltrán, M., & Durham, C. (2021). An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students. AAAL Virtual. Presented at the AAAL Virtual.

Cataneo, A., Durham, C., & Martin-Beltrán, M. (2021). Developing Teachers for Culturally and Linguistically Diverse Students through Field-based Interactional Learning. AERA Virtual. Presented at the AERA Virtual.

Durham, C., & Jones, L. (2021). Exploring Communities and Identifying Funds of Knowledge for Meaningful Instruction. MDTESOL Newsletter, (Winter).

Durham, C. (2021). High school student and teacher interactions across face-to-face and virtual instruction throughout the COVID pandemic. AAAL Virtual. Presented at the AAAL,Virtual.

Durham, C., Jones, L., & Cataneo, A. (2021). Navigating a New World of Online Instruction with ESOL Interns. TESOL Virtual. Presented at the TESOL, Virtual.

Jones, L., Durham, C., & Cataneo, A. (2021). Rising to the Challenge: Preparing Pre-Service Teachers During a Global Pandemic. New Educator, 17(4), 375–393. https://doi.org/10.1080/1547688X.2021.1991538

Glanbock, K. (2020). "In Your Country": Culturally and Linguistically Diverse Preservice Teachers and Students Discursively Co-Constructing Transnational Identity. Proceedings of the 2020 AERA Annual Meeting. Presented at the 2020 AERA Annual Meeting. https://doi.org/10.3102/1576883

Martin-Beltrán, M., & Durham, C. (2020). An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students. AAAL. Presented at the AAAL, Denver, Colorado.

Jones, L., & Durham, C. (2020). Exploring Technology with Teacher Candidates. MDTESOL Newsletter, (Fall).

Nahmias, J., & Durham, C. (2020). Interactive and Accessible Instruction with ThingLink. MDTESOL Virtual. Technology Presentation presented at the MDTESOL Virtual.

Durham, C., Jones, L., & Cataneo, A. (2020, August). Navigating a New World of Online Education with Student Teachers. TESOL Teacher Education Interest Section Newsletter.

Durham, C., & Martin-Beltrán, M. (2020). Overcoming perceived language barriers through language brokering and digital tools. TESOL. Presented at the TESOL, Denver, Colorado.

Glanbock, K., Durham, C., & Martin-Beltrán, M. (2020). Pre-service teachers and students discursively co-constructing (trans-)national identities. AAAL. Presented at the AAAL, Denver, Colorado.

Durham, C., & Martin-Beltrán, M. (2020). Pre-service teachers and students using digital tools to navigate “language barriers” in their face-to-face interactions. AALL. Presented at the AALL, Denver, CO.

Durham, C. (2020). Preservice Teachers Using Digital Tools to Navigate "Language Barriers". Presented at the 2020 AERA Annual Meeting. https://doi.org/10.3102/1577086

Durham, C., Martin-Beltrán, M., & Montoya-Avilla, A. (2019). Co-Constructing interculturality through field-based interactional learning. AERA. Presented at the AERA, Toronto, Canada.

Durham, C., Martin-Beltrán, M., & Montoya-Avilla, A. (2019). Pre-service teachers co-constructing interculturality with linguistically diverse students through field-based interactional learning. AAAL. Presented at the AAAL, Atlanta, GA.

Durham, C. (2018). Teacher interculturality in an English as a second language elementary pull-out program. NCTEAR. Presented at the NCTEAR, Townson University, MD.

Durham, C. (2018). Teacher interculturality in an english as a second language elementary pull-out program: Teacher as broker in the school’s community of practice. Qualitative Report, 23(3), 677–695. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85044340419&partnerID=MN8TOARS

De Felice, D., Durham, C., Do, H., Andrade, M., & Nitz, P. (2016). Teaching with Technology 2016: Language Educators Talking Tech. East Lansing, MI: Smashwords.

Patulea, C. (2014). Ruins, Crisis, and Travel in a Modernizing Hispanic World. Hispanófila, 171(1), 181–186. https://doi.org/10.1353/hsf.2014.0036