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Rueda, R., Lim, H. J.,
O’Neil, H., Baker, E., & Griffin, N. (in press). Ethnic differences in
students’ approaches to learning: Self-regulatory cognitive and motivational
predictors of academic achievement for Latino/a and White college students.
In M. S. Khine & I. M. Saleh (Eds.), New
Science of Learning: Cognition, Computers, and Collaboration in Education.
New York: Springer.
Rueda R and Ragusa G (2010),
English Language Learners with Special Needs. In: P. Peterson, E. Baker,
& B. McGaw, (Eds.), International
Encyclopedia of Education. volume 2, pp. 701-707. Oxford: Elsevier.
Rueda, R., & Monzo,
L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B.
Algozzine, & F. Spooner (Eds.),
Publish, flourish, and make a difference. (pp. 59-74). Arlington, VA:
Council for Exceptional Children.
August, D.,
Goldenberg, C., & Rueda, R. (2010). restrictive state language policies:
Are they scientifically based? In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and
restrictive language policies.(pp. 139-158). New York: Teachers College
Press.
Payne, S., Rueda, R.,
& Dembo, M. (2009). Comparing the motivational profiles of
high-ability-low-performing (HALP) students and high-ability-high-performing
(HAHP) students. Selected for reprint from Middle Grades Research Journal, reprinted in D.L. Hough (Ed), Middle Grades Research: Exemplary Studies Linking Theory to Practice,
(pp. 125-153). Information Age.
Shin, F., Rueda, R.,
Simpkins, C., & Lim, H.J. (2009). Developing language and literacy in
science: Differentiated and integrated instruction for ELL’s. In J. Coppola
& E.V. Primas (Eds.), One
classroom, many learners: Best literacy practices in today’s multilingual
classrooms. (pp. 140-160). Newark,
DE: International Reading Association.
Guthrie, J.T, Rueda,
R., Gambrell, L.B., & Morrison, D.A. (2009). Roles of engagement,
valuing, and identification in reading development of students from diverse
backgrounds. (pp. 195-215). In L. Morrow, R. Rueda, & D. Lapp
(Eds.), Handbook of Research on Literacy Instruction: Issues of Diversity,
Policy, and Equity. Guilford Press.
Graves, A.W., &
Rueda, R. (2009). Teaching written expression to culturally and
linguistically diverse learners, In G.A. Troia, Instruction and assessment for struggling writers: Evidence-based
practices. (pp. 213-242). New York: Guilford Press.
Rueda, R., Velasco,
A., & Lim, H.J. (2008). Comprehension instruction for English Learners.
In C.C. Block & S.R. Parris (Eds.), Comprehension
instruction: Research-based best practices. (pp. 294-308). New York: The
Guilford Press.
Rueda, R., Klinger,
J., Sager, N., & Velasco, A. (2008). Reducing disproportionate
representation in special education: Overview, explanations, and solutions.
In T.C. Jimenez & V.L Graf (Eds.), Education
for all: Critical issues in the education of children and youth with disabilities.
(pp. 131-166). San Francisco, CA; Jossey Bass.
Rueda, R.
(2007). Reflection--Literacy and English learners: Where does technology
fit? In L.L. Parker (Ed.). Technology-mediated learning environments for
young English learners: Connections in and out of school (pp. 53-59). New
York: Lawrence Erlbaum ssociates.
Goldenberg, C., Rueda,
R.S., & August, D. (2007). Sociocultural contexts and literacy
development. In D. August & T. Shanahan, Developing Reading and writing in second-language learners: Lessons
from the Report of the National Literacy Panel on Language-Minority Children
and Youth. (pp. 95-130). Washington, D.C.: Center for Applied Linguistics
and Newark, DE: International Reading Association.
Rueda, R. (2007). Multicultural
special education: Future perspectives. In F.E. Obiakor (Ed.), Multicultural Special Education:
Culturally Responsive Teaching. (pp. 290-297). Upper Saddle River, NJ:
Pearson Merrill Prentice Hall.
Rueda, R., &
Dembo, M. (2006). Rethinking learning and motivation in urban schools. In
J.L. Kincheloe, K. Hayes, K. Rose, & P.M. Anderson (Eds.), The Praeger Handbook of Urban Education,
Vol. 2. (pp. 217-226). Westport, Conn: Greenwood Press.
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