@article{vehabovic_2020, title={Stories as Life Performances: Humanizing Research as Honoring, Respecting, Listening to, and Learning With Children, Youth, and Families From Refugee Backgrounds}, volume={22}, ISSN={["1532-7892"]}, DOI={10.1080/15210960.2020.1845177}, abstractNote={In this personal perspective piece, I share my own refugee background and experiences, as well as stories about myself in the research context, in juxtaposition with stories about children, youth, and families from refugee backgrounds with whom I interacted as a volunteer tutor and researcher in an afterschool program. Drawing on San Pedro and Kinloch and Lee’s notions of humanizing research, I illuminate my work in an educational setting as honoring, respecting, listening to, and learning with study participants. In creating and sustaining relationships of care and dignity in an afterschool program, I extended and reinvigorated languages, cultures, and stories with children, youth, and families from refugee backgrounds.}, number={4}, journal={MULTICULTURAL PERSPECTIVES}, author={Vehabovic, Nermin}, year={2020}, pages={210–219} }
 @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{wiseman_vehabovic_jones_2019, title={Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives}, volume={47}, ISSN={["1573-1707"]}, DOI={10.1007/s10643-019-00933-9}, number={4}, journal={EARLY CHILDHOOD EDUCATION JOURNAL}, author={Wiseman, Angela M. and Vehabovic, Nermin and Jones, Jill S.}, year={2019}, month={Jul}, pages={465–474} }
 @article{davis_vehabovic_2018, title={The Dangers of Test Preparation: WhatStudents Learn (and Don't Learn) About Reading Comprehension From Test-Centric Literacy Instruction}, volume={71}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1641}, abstractNote={AbstractThe authors offer guidance on recognizing and resisting test‐centric instruction in reading comprehension. They posit that five practices indicate a test‐centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students think, and when item‐level data are overinterpreted. The authors express concern that test‐centric literacy instruction has started to replace research‐based instructional practices more and more. Using a sociocultural lens, the authors describe what young readers are likely to learn (and not learn) about reading comprehension when they are immersed in this form of instruction. The article provides talking points that teachers can use to bolster their efforts to resist test preparation pressures that they may experience in their schools.}, number={5}, journal={READING TEACHER}, author={Davis, Dennis S. and Vehabovic, Nermin}, year={2018}, pages={579–588} }