Chapters

Irby, B. J., Abdelrahman, N., Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R. (In press). Science achievement among economically challenged students in the United States: A scoping analysis. In Inclusion in science education. New York, NY: Nova Science Publishers Inc.

Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F. (2016). New horizons for mentoring research: Exploring the past to frame the future. In B. G. Guzman-Johannessen (Ed.), Global co-mentoring networks in higher education (pp. 27-54). New York, NY: Springer.

Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for for massive open online professional informal individual learning (MOOPIL). In F. Nafukho and B. J. Irby, (Eds.), Handbook of innovative technology integration in higher education (pp. 343-355). Hershey, PA: IGI Global.

Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F. (Eds.). (2014). Gender related issues in STEM. San Antonio, TX: advancingwomen.com

Irby, B. J., Tong, F., Lara-Alecio, R., Guerrero, C., Jimenez, D., & Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing.

Irby, B. J., Tong, F., Lara-Alecio, R., Tong, F., & RodrÍguez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools (pp. 83-111). Lanham, MD: Rowman & Littlefield.

Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), The handbook of educational theories (pp. 1129-1137). Charlotte, NC: Information Age Publishing.

Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In C. Willis (Ed.), Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning.

Tong, F. (In press). Literacy and language acquisition theory. In G. Brown, B.J. Irby, & R. Lara- Alecio (Eds.). Handbook of educational theories. Charlotte, NC: Information Age Publishing Inc.

Irby, B., & Lara-Alecio, R. (2009). Upon the schoolhouse steps: Immigration and education. In R. Lara-Alecio, B. Irby, T. Calvo-Buezas, & T. Guerrero (Eds.), Hispanics in the United States, Immigrants in Spain: A Threat or a New Civilization? The NCPEA/Rice University, USA.

Padrón, Y. N. (2009). Latino students and reading: Enabling middle school readers: Building a strategy support system (29-66). In L. Van Horn, (Ed.) Reading on the Edge: Enabling, Empowering, and Engaging Middle School Readers. Norwood, MA: Christopher-Gordon.

Kandel-Cisco, B. & Padrón, Y. (2008). Using a resiliency perspective to inform bilingual teachers’ classroom inquiry. In M. Cowart (Ed.) Current issues and best practices in bilingual and ESL education. Texas Women University: Federation of North Texas Universities.

McNamara, J., Lara-Alecio, R., Irby, B.J., Hoyle, J., & Tong, F. (2008). Doctoral Programs Issues: Commentary on Companion Dissertations. In T. Creighton, C.A. Mullen, F. Dembowski, & S. Harris (Eds.), The handbook of doctoral programs: Issues and challenges. Connexions: NCPEA Press. Retrieved on September 22, 2008 from http://cnx.org/content/m14542/latest/

Waxman, H. C., Padrón, Y. N., & García, A. (2007). Educational issues and effective practices for Hispanic students. In S. Paik & H. J. Walberg (Eds.), Narrowing the achievement gap: Strategies for educating Latino, Black, and Asian students. New York: Springer.

Irby, B., Rodríguez, L. & Lara-Alecio, R. (2005). Pre-kindergarten Montessori education: A gendered perspective. In J. Kock & B. Irby (Eds.), Gender and Schooling in the early years (pp. 61-78). Greenwich, CT: Information Age Publishing.

Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P., & Cárdenas-Hagan, E. (2005). Effective interventions for English language learners (Spanish/English) at-risk for reading difficulties. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, Volume 2. New York: Guilford Publications.

Waxman, H. C., Gray, J., & Padrón, Y. N. (2004). Current research on student resiliency. In H. C. Waxman, J. Gray, & Y. N. Padrón (Eds.), Educational resiliency: Student, teacher, and school perspectives. Greenwich, CN: Information Age Publishing.

Waxman, H. C., Gray, J., & Padrón, Y. N. (2004). Introduction and overview. In H. C. Waxman, J. Gray, & Y. N. Padrón (Eds.), Educational resiliency: Student, teacher, and school perspectives. Greenwich, CN: Information Age Publishing.

Waxman, H. C., & Padrón, Y. N. (2004). The uses of the Classroom Observation Schedule to improve classroom instruction. In H. C. Waxman, R. G. Tharp, & R. S. Hilberg, (Eds.), Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity
(pp.72-96). Cambridge, United Kingdom: Cambridge University Press.

Padrón, Y. N., Waxman, H. C., & Rivera, H. H. (2002). Issues in educating Hispanic students. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 66-88). Chicago: National Society for the Study of Education.

Padrón, Y. N., Waxman, H. C., Powers, R. A., & Brown, A. (2002). Evaluating the effects of the Pedagogy to Improve Resiliency Program on English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 211-238). Greenwich, CT: Information Age.

Waxman, H. C., Gray, J., & Padrón, Y. N. (2002). Resiliency among students at risk of failure. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 29-48). Chicago: National Society for the Study of Education.

Waxman, H. C., & Padrón, Y. N. (2002). Research-based teaching practices that improve the education of English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 3-38). Greenwich, CT: Information Age.

Tong, F., & Liu, X. (2002). Vocabulary Level 4. In G. Zhou, L. Yu, & Y. Yang (Eds.) National Public English Testing System (PETS) vocabulary handbook. Shanghai, China: Shanghai Jiao Tong University Press.