Maria Coady Coady, M. R. (2023, April 3). Building community and ensuring compliance for multilingual learners in North Carolina schools. Retrieved from EdNC Perspective website: https://www.ednc.org/building-community-ensuring-compliance-multilingual-learners/ R. Coady, M., Golombek, P., & V. Marichal, N. (2023). Educating Multilingual Students in Rural Schools. https://doi.org/10.1163/9789004546608 Coady, M. R. (2023). Foreword. In P. I. Chamness & E. Mikulec (Eds.), English language education in rural contexts: Theory, research, and practices (pp. IX–XII). Leiden, The Netherlands: Brill. Kester, B., Coady, M. R., & de Farber, B. G. (2023). The Coral Way “Experiment”: Building an Archive to Unravel the Beginnings of the First Publicly Funded Spanish-English Dual Language Program in the United States. US Latina & Latino Oral History Journal, (7). https://doi.org/10.7560/OHJ703 Coady, M. R., Marichal, N. V., & Uysal, H. (2023). Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students. Peabody Journal of Education, 98(4), 364–379. https://doi.org/10.1080/0161956X.2023.2238502 Ariza, E. W., & Coady, M. R. (2023). Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms (6th ed.). Dubuque, IA: Kendall Hunt. Coady, M. R., Marichal, N., Olszewska, A., Ankeny, R., Long, A., Shafiei, H., & Chakraborty, R. (2023). “It’s Like Fuel”: Igniting Rural English Learner Education Through Place-Conscious Professional Development. Journal of Research in Rural Education, 39(1). https://doi.org/10.26209/JRRE3901 Coady, M. R. (2022, December 13). Harnessing linguistic diversity in North Carolina’s schools [EdNC Perspective.]. Retrieved from EdNC Perspective website: https://www.ednc.org/perspective-harnessing-linguistic-diversity-in-north-carolinas-schools/ Golombek, P., Olszewska, A. I., & Coady, M. (2022). Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings. Teaching and Teacher Education, 113, 103655. https://doi.org/10.1016/j.tate.2022.103655 Coady, M. R., Ankeny, B., & Ankeny, R. (2022). Is language a ‘right’ in U.S. education?: unpacking Castañeda’s reach across federal, state, and district lines. Language Policy, 21(3), 305–329. https://doi.org/10.1007/s10993-021-09604-1 Olszewska, A. I., Coady, M., & Markowska-Manista, U. (2022). Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review. In L. McCallum (Ed.), English Language Teaching: Theory, Research and Pedagogy (pp. 51–67). https://doi.org/10.1007/978-981-19-2152-0_4 Heffington, D. V., & Coady, M. R. (2022). Teaching higher-order thinking skills to multilingual students in elementary classrooms. Language and Education, 37(3), 308–327. https://doi.org/10.1080/09500782.2022.2113889 Zein, S., & Coady, M. R. (Eds.). (2021). Early Language Learning Policy in the 21st Century. https://doi.org/10.1007/978-3-030-76251-3 Coady, M. (2021). English Learners in Rural Schools. https://doi.org/10.5040/9781350172036.0034 Coady, M. R., Kim, H. J., & Marichal, N. V. (2021). The Context of Schooling for Early Learners of Spanish in the United States. In S. Zein & M. R. Coady (Eds.), Early Language Learning Policy in the 21st Century (pp. 235–253). https://doi.org/10.1007/978-3-030-76251-3_11 Marichal, N., Rosario Roldán, A., & Coady, M. (2021). “My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy. The Rural Educator, 42(1), 52–56. https://doi.org/10.35608/ruraled.v42i1.1180 Coady, M., Miller, M. D., Jing, Z., Heffington, D., Lopez, M., Olszewska, A., … Ankeny, R. (2020). Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching. TESOL Quarterly, 54(1), 173–200. https://doi.org/10.1002/tesq.544 Coady, M. R., & Ankeny, R. (2020). Engaging Multilingual Families in the US: Research and Practice for Educators. LEARN Journal, 41, 56–69. Retrieved from https://ilsa.ie/wp-content/uploads/2020/03/Learn-Journal-2020-13.3.20.pdf Coady, M. R. (2020). Meandering Through North Central Florida: A Scholarly Journey Through Florida’s Bilingual Education. In T. Erben (Ed.), 45 Years Sunshine State TESOL: A chronicle of ESOL advocacy, research, and practice in Florida (pp. 36–45). Florida: Sunshine Press. Coady, M. R. (2020). Rural English Learner Education: A Review of Research and Call for a National Agenda. Educational Researcher, 49(7), 524–532. https://doi.org/10.3102/0013189X20931505 Coady, M. R. (2019). Building trust to support English learner educational outcomes. Retrieved from Marzano Research website: https://www.marzanoresearch.com/blog/supporting-english-learners/ Coady, M. R., Heffington, D. V., Lopez, M. P. S., & Olszewska, A. (2019). Can a short-term study abroad impact teacher dispositions towards English learners? International Journal of TESOL and Learning, 8(2), 51–70. Coady, M. R. (2019). Connecting School and the Multilingual Home. https://doi.org/10.21832/coady3262 Ankeny, R., Marichal, N., & Coady, M. (2019). Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida. School Leadership Review, 14(2), 4. Retrieved from https://scholarworks.sfasu.edu/slr/vol14/iss2/4 Coady, M. R., & Olszewska, A. (2019). Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education by D [Review of Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education, by D. K. Palmer]. Kultura i Edukacja Journal. Multilingual Matters. Nejad, H., & Coady, M. R. (2019). English learners' perception of motivation. SSTESOL Journal, 12(2), 64. Retrieved from https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#EjcO6zGmCcYP Coady, M. R. (2019). Humanizing multilingual education: Portraits of success. A review of A. In M. Lazar & P. R. Schmidt (Eds.), Schools of Promise for Multilingual Students: Transforming Literacies, Learning, and Lives. Teachers College Press. Teachers College Record. Coady, M. R., Lopez, M. P., & Li, S. (2019). Language in education planning: the Florida Consent Decree after 25 years. Florida Journal of Educational Research, 57(2), 140–149. Coady, M. R., Makalela, L., & Lopez, M. P. S. (2019). Metaliteracy and writing among 4th grade multilingual students in South Africa. International Journal of Multilingualism, 19(3), 435–455. https://doi.org/10.1080/14790718.2019.1631829 Coady, M. R. (2019, September 27). Move education for English learners into the 21st century [Op Ed.]. Gainesville Sun. Retrieved from https://www.gainesville.com/opinion/20190927/maria-coady-move-education-for-english-learners-into-21st-century Coady, M. R., Lopez, M. P., Marichal, N., & Heffington, D. (2019). Preparing Teacher Leaders for English Language Learners in Rural Settings. Theory & Practice in Rural Education, 9(1), 44–60. https://doi.org/10.3776/tpre.2019.v9n1p44-60 Coady, M. R., & Peretz, A. (2019). Preparing teacher candidates for English learners: A single case of study abroad in the Dominican Republic. SSTESOL Journal, 12(2), 28. Retrieved from https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#vB0N2e5.XPA0 Coady, M. (2019). Rural Multilingual Family Engagement. The Rural Educator, 40(3). https://doi.org/10.35608/ruraled.v40i3.545 Lopez, M. P. S., Coady, M. R., & Ekid, A. G. F. (2019). Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance. Journal for Critical Education Policy Studies, 17(3), 132–169. Retrieved from http://www.jceps.com/archives/7049 Coady, M. R. (2019). The Coral Way Bilingual Program. https://doi.org/10.21832/coady4573 Coady, M. R. (2019). The Coral Way Bilingual Program. https://doi.org/10.21832/9781788924580 Coady, M. R. (2019). “They Just Don't Know Who We Are”: Rural English Learner Teacher Education. https://doi.org/10.1002/9781118784235.eelt0979 Ho, Y.-Y. C., & Coady, M. R. (2018). English as a second language nurses in the United States: culture, communication, and needs for continuing education. Studies in Continuing Education, 40(2), 212–233. https://doi.org/10.1080/0158037X.2018.1460721 Coady, M. R., & Yilmaz, T. (2018). Home-School Partnerships. https://doi.org/10.1002/9781118784235.eelt0837 Coady, M. R., Olszewska, A., & Lopez, M. P. (2018). Scholarly contributions to twenty-first century multilingualism. International Journal of Multilingualism, 15(4), 472–474. https://doi.org/10.1080/14790718.2018.1490743 Murray, N., & Coady, M. R. (2018). The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study. The Asian EFL Journal, 20(9.1), 75–102. Coady, M. R., Li, S., & Lopez, M. P. S. (2018). Twenty-five years after the Florida Consent Decree: Does preparing all teachers work? FATE Journal, 3(1), 26–56. Retrieved from http://www.fate1.org/journals/FATE-Journal-3.1.pdf Coady, M. R., & Ariza, E. W. (2018). Who are our students? In E. W. Ariza (Ed.), Not for ESOL Teachers (3rd ed., pp. 3–20). Kendall Hunt Publishing. Ariza, E. W., & Coady, M. R. (2018). Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms (5th ed.). Kendall Hunt. Coady, M. R., Heffington, D. V., & Marichal, N. (2017). Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration. Berkeley Review in Education. Coady, M. R., Harper, C., & de Jong, E. J. (2015). Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms? TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223 Coady, M. R., Coady, T. J., & Nelson, A. (2015). Assessing the Needs of Immigrant, Latino Families and Teachers in Rural Settings: Building Home-School Partnerships. NABE Journal of Research and Practice, 6(1), 122–157. https://doi.org/10.1080/26390043.2015.12067786 Cho, H. S., & Coady, M. R. (2015). Racial stratification, language, and identity in a multicultural school in South Korea. Korean Journal of Comparative Education, 25(5), 85–117. Coady, M. R., & Ariza, E. (2015). Second language reading development and instruction. In E. W. Ariza (Ed.), Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms (2nd ed., pp. 223–259). Kendall Hunt Publishing. Zainuddin, H., & Coady, M. (2015). Second language writing development and instruction. In E. W. Ariza (Ed.), Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms (2nd ed., pp. 261–295). Kendall Hunt Publishing. Coady, M. R. (2014). Descubre: Research brief on elementary Spanish as a world language. Santillana Publishers. Coady, M. R. (2014). Español Santillana. Research brief on secondary Spanish as a world language. Santillana Publishers. Li, Z., Chiu, C.-C., & Coady, M. R. (2014). The Transformative Power of Gaming Literacy. Bridging Literacies with Videogames, pp. 129–152. https://doi.org/10.1007/978-94-6209-668-4_8 Coady, M. R., & Ariza, E. W. (2014). Voices from the classroom. In Not for ESOL Teachers (2nd ed.). Kendall Hunt Publishing. Coady, M. R., & Tsehelska, M. (2013). 21st Century EFL: Enhancing the Communicative Approach. Humanising Language Teaching, 15(5). Coady, M. R., & Jo, A. (2013). Facilitator’s guide to instructional videos: Preparing mainstream teachers for English language learners. Project DELTA Facilitator Guide and two instructional videos (75 minutes [Project DELTA Facilitator Guide and two instructional videos]. Gainesville, FL: UF College of Journalism and Communications. Coady, M. R. (2013). Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins: Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (2nd ed.) [Review of Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs, by O. B. Miramontes, A. Nadeau, & N. L. Commins]. Language Policy, 13(3), 267–269. https://doi.org/10.1007/s10993-013-9281-z de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have. Theory into Practice Journal, 52(2), 89–97. Coady, M. R. (2013). Using families’ ways of knowing to enhance student learning. In E. Amatea (Ed.), Building culturally-responsive family-school partnerships: from theory to practice (2nd ed., pp. 227–245). Pearson. Ross, D. D., Kamman, M., & Coady, M. R. (2011). Accepting responsibility for the learning of all students: What does it really mean? In M. Rosenberg, D. Westling, & J. McLeskey (Eds.), Special education for today's teachers: An introduction (2nd ed., pp. 52–81). Prentice Hall. Stacciarini, J.-M. R., Wiens, B., Coady, M., Schwait, A. B., Pérez, A., Locke, B., … Bernardi, K. (2011). CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health. Issues in Mental Health Nursing, 32(8), 486–492. https://doi.org/10.3109/01612840.2011.576326 Coady, M., Harper, C., & de Jong, E., *. (2011). From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida. Bilingual Research Journal, 34(2), 223–239. https://doi.org/10.1080/15235882.2011.597823 Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth From Diverse Linguistic and Cultural Backgrounds. School Psychology Review, 39(3), 431–446. https://doi.org/10.1080/02796015.2010.12087764 Coady, M. R., Cruz-Davis, J., & Flores, C. (2010). Home-School communication practices with (im)migrant families in north Florida. Research Matters, 1(2), 4. Coady, M. R., de Jong, E. J., & Harper, C. A. (2010). Quality teacher preparation for ELLs: Preliminary findings from Florida. In C. J. Casteel & K. G. Ballantyne (Eds.), Professional Development in Action: Improving Teaching for English Learners (pp. 97–99). Washington, DC: National Clearinghouse for English Language Acquisition. Stacciarini, J.-M. R., Shattell, M. M., Coady, M., & Wiens, B. (2010). Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations. Community Mental Health Journal, 47(5), 489–497. https://doi.org/10.1007/s10597-010-9319-z Coady, M. R., & Ariza, E. (2010). Struggling for meaning and identity (and a passing grade): High-stakes writing in English as a second language. MEXTESOL, 34(1), 11–27. Retrieved from http://mextesol.net/journal/public/files/0c14f54ff56bcf2c821a50147fac3dcf.pdf Coady, M. R., & Moore, C. (2010). Using Libros: The emergent bi-literacy development of Spanish-speaking children. TESOL Journal, 2, 91–108. Wu, C.-hui, & Coady, M. R. (2010). ‘The United States is America?’: a cultural perspective on READ 180 materials. Language, Culture and Curriculum, 23(2), 153–165. https://doi.org/10.1080/07908318.2010.494732 Coady, M. R., Cruz-Davis, J., & Flores, C. G. (2009). Personalmente: Home–School Communication Practices with (Im)Migrant Families in North Florida. Bilingual Research Journal, 31(1-2), 251–270. https://doi.org/10.1080/15235880802640714 Coady, M. R., Harper, C. A., & de Jong, E. J. (2009). Quality Teacher Preparation for ELLs: Preliminary Findings from Florida. National Clearinghouse for English Language Acquisition. AccELLerate, 2(2), 8–10. Coady, M. (2009). Solamente libros importantes”: Literacy practices and ideologies of migrant farmworking families in north central Florida. In G. Li (Ed.), Multicultural families, home literacies and mainstream schooling (pp. 113–128). New Age. de Jong, E. J., Coady, M. R., & Harper, C. A. (2009). Special Education/English Language Learners. Innovation and Reform in Teacher Education, 30–31. Coady, M. R. (2009). Using families’ ways of knowing to enhance student learning. In E. Amatea (Ed.), Building culturally-responsive family-school partnerships: From theory to practice (pp. 231–251). Pearson. Ross, D. D., Kamman, M., & Coady, M. R. (2008). Accepting responsibility for the learning of all students: What does it really mean? In M. Rosenberg, D. Westling, & J. McLeskey (Eds.), Special education for today's teachers: An introduction (pp. 52–81). Prentice Hall. Hawkins, M., & Coady, M. R. (2008). Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students [Review of Where do we go from here?: Meeting the unique educational needs of migrant students, by K. S. Vocke]. TESOL Quarterly, 42(4), 679–681. https://doi.org/10.1002/j.1545-7249.2008.tb00158.x Coady, M. R., & Silver, P. (2007). Service learning with vulnerable populations: Pre-service teachers and migrant farm workers in north central Florida. Florida Association of Teacher Educators Journal, 1(7), 18–34. Retrieved from http://www.fate1.org/journals/2007/coady.pdf Coady, M. R., Hamann, E. T., Harrington, M., Pacheco, M., Pho, S., & Yedlin, J. (2007). Successful schooling for ELLs: Principles for building responsive learning environments. In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices (pp. 245–255). Lawrence Erlbaum Associates. Coady, M. R. (2006). Field trip plants seeds of hope for migrant farm workers. Education Times. Coady, M. R. (2006). Libros de familia: UF students make “book” visits to migrant families. ST&L Chronicle, 7(1). Coady, M. R. (2006). ¿Qué pasa with bilingualism in north central Florida? Essential Teacher, 3(4). Coady, M. R., & Escamilla, K. (2005). Audible voices, visible tongues: Exploring social realities in Spanish-speaking students’ writing. Language Arts, 82(6), 462–471. de Jong, E. J., & Coady, M. R. (2005). Introduction to special topics issue. SSTESOL Journal: Bilingualism and Bilingual Education, 3(2), 1–3. Coady, M. R. (2004). Bilingual students’ writing as instructional inspiration. Bilingual Basics, 6(1), 1–6. Coady, M. R. (2004). Challenges and opportunities in literacy development of Spanish-speaking students. Sunshine State TESOL Journal, 4(1), 15–23. Coady, M. R., & Ó Laoire, M. (2004). Diglossic patterning in all-Irish schools? The case of Gaelscoileanna in the Republic of Ireland. In M. Lorenzo Suárez, F. Ramallo, & X. P. Rodriguez-Yanez (Eds.), Bilingual socialization and bilingual language acquisition (pp. 465–481). Servico de Publicaciones de la Universidad de Vigo. Coady, M. R. (2004). English books and Irish aspirations: Language and material artifacts in two Irish medium schools. Journal of Celtic Language Learning, 8, 5–23. Coady, M. R. (2004). Meeting the needs?: English language initiative with migrant farmworking families in greater Gainesville. Education Times. Coady, M. R., Hamann, E. T., Harrington, M., Pacheco, M., Pho, S., & Yedlin, J. (2003). Claiming opportunities: A handbook for improving education for English language learners through comprehensive school reform. Providence, RI: Brown University and the Northeast and Islands Regional Laboratory. Coady, M. R. (2002). Learning a second language. In The Diversity Kit: An Introductory Resource for Social Change in Education (pp. 25–52). Providence, RI: Brown University and the Northeast and Islands REL. Coady, M. R., & Ó Laoire, M. (2002). Mismatches in Language Policy and Practice in Education: The Case of Gaelscoileanna in the Republic of Ireland. Language Policy: An International Journal, 1(2), 143–158. https://doi.org/10.1023/A:1016102201242 Escamilla, K., & Coady, M. R. (2001). Assessing the writing of Spanish speaking students: Issues and suggestions. In J. Tinajero & S. Hurley (Eds.), Handbook for literacy assessment for bilingual learners (pp. 43–63). Allyn & Bacon. Coady, M. R. (2001). Attitudes Toward Bilingualism in Ireland. Bilingual Research Journal, 25(1-2), 39–58. https://doi.org/10.1080/15235882.2001.10162784