@article{medlock paul_vehabovic_2020, title={Exploring the critical in biliteracy instruction}, volume={11}, ISSN={["1949-3533"]}, DOI={10.1002/tesj.456}, abstractNote={In this article the researchers explain a concept that they have termed critical biliteracy instruction. Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research‐based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research‐based high‐impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom.}, number={1}, journal={TESOL JOURNAL}, author={Medlock Paul, Casey and Vehabovic, Nermin}, year={2020}, month={Mar} }
 @article{spires_paul_himes_yuan_2018, title={Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US}, volume={91}, ISSN={["1873-538X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051145960&partnerID=MN8TOARS}, DOI={10.1016/j.ijer.2018.07.002}, abstractNote={As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students' demonstrations of the four capacities of Wahlström's (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students' posts and uploads in their shared writing space, Quip, and (d) the students' PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students' demonstration and development of educational cosmopolitan capacities.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, publisher={Elsevier BV}, author={Spires, Hiller A. and Paul, Casey Medlock and Himes, Marie and Yuan, Chang}, year={2018}, pages={28–40} }
 @article{paul_2018, title={Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies}, volume={52}, ISSN={["1741-4369"]}, DOI={10.1111/lit.12127}, abstractNote={AbstractThis collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and math teachers reported using to conduct close readings in their discipline, as well as how these teachers conduct close readings after receiving professional development on reading strategies for their disciplines. Ultimately, the research showed that while more teachers reported using disciplinary literacy strategies following the PD, they did not necessarily report using the strategies that, according to experts in their fields, are considered to be the most important for their discipline.}, number={3}, journal={LITERACY}, author={Paul, Casey Medlock}, year={2018}, month={Sep}, pages={161–170} }