Research, Resources, and Publications

Amplifying the voices of our practitioners, teacher educators, and students requires a thorough examination of our practices, pedagogies, and beliefs. CIMA’s publication agenda is set forth with these ideals in mind:

• Change through action and reflection

• Amplification of teacher voices as agents of change

• Critical Reflection leading to application and advocacy

CIMA offers these publications:

Teaching and Learning in the New Latino Diaspora

Biography Driven Culturally Responsive Teaching 3rd Edition

Equity in School-Parent Partnerships: Cultivating Community and Family Trust in Culturally Diverse Classrooms

Biography-Driven Culturally Responsive Teaching 2nd Edition

Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K–8

Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms

Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students 3rd Edition

Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students

Teaching Reading to English Language Learners: Differentiated Literacies

 

Read our peer-reviewed articles

• Montalvo Wertzberger, E., Rossi Mendonca A. L., Minchala Buri, O. E., Marr y Ortega, L., & Taylor, K. A. (2020/2021). “Women who wail”: An auto-ethnographic study of four Latina educators and the heroínas who shaped their understanding of critical pedagogies. Centro de Estudios en Diseño y Comunicación, Año 24, Número 117, 269–290.
• Murry, K., Kavimandan, S., Herrera, S. G., & Holmes, M. (2021). Phenomenological research on biography-driven instruction use in highly diverse classrooms. Teacher Education Quarterly, 48(2), 7–23.
• Holmes, M., Wertzberger, E., Taylor, K. A., & Goodson, L. (2020). Vanessa Siddle Walker: Honoring keepers of knowledge by using their stories to improve education. Educational Considerations, 45(2).
• Murry, K. G., Holmes, M., & Kavimandan, S. (2020). Approximating cultural responsiveness: Teacher readiness for accommodative, biography-driven instruction. FIRE: Forum for International Research in Education, 6(2), 103–124.
• Morales, A. R., Abrica, A. J., & Herrera, S. G. (2019). The mañana complex: A revelatory narrative of teachers’ white innocence and racial disgust toward Mexican-American children. Urban Review. doi.org/10.1007/s11256-019-00499-1.
• Herrera, S. G., Kavimandan, S., & Holmes, M. (2019). You share, I listen: Crossing boundaries, merging hope one linguistic transaction at a time. In T. D. Harlow (Ed.), Journey to refuge: Understanding refugees, exploring trauma, and best practices for newcomers and schools, 139–177.
• Holmes, M., Kavimandan, S., & Herrera, S. (2018). Reaching rigor for English learners through responsive interactions of care. In N. Guler (Ed.), Optimizing elementary education for English language learners (pp. 91-115). Hershey, PA: IGI Global. https://krex.k-state.edu/dspace/handle/2097/39795
• Murry, K., Holmes, M., Kavimandan, S., & Leung, G. L. (2017). Contextualization in culturally and linguistically diverse classrooms: Bridging between students’ lives and the school curriculum. Journal of Bilingual Educational Research and Instruction, 19(1), 84–100.
• Murry, K. G., Holmes, M. A., & Herrera, S. G. (2017). Transforming Ecuadorian EFL teacher practices through biography-driven instruction. Texas Foreign Language Association Journal, 62(1), 13–25.
• Murry, K., Fanning, C., & Kavimandan, S. (2014). Contextualizing teacher education emphases for classroom diversity. The Advocate, 22(2), 14–19.
• Murry, K. G., Herrera, S. G., Miller, S. S., Fanning, C. A., Kavimandan, S. K., & Holmes, M. A. (2014). Effect of transnational standards on U.S. teacher education. FIRE: Forum for International Research in Education, 1(3).
• Wessels, S., & Herrera, S. (2014). Drawing their way into writing: Culturally and linguistically diverse students finding voice through mini-novelas. TESOL Journal 5(1), 105-119. https://digitalcommons.unl.edu/teachlearnfacpub/148/
• MacDonald, G. L., Miller, S. S., Murry, K., Herrera, S., & Spears, J. D. (2013). Efficacy of ACA strategies in biography-driven science teaching: An investigation. Cultural Studies in Science Education, 8(4). doi:10.1007/s11422-013-9517-4.
• Herrera, S. (2012). Globalization: Current constraints and promising perspectives. Journal of Curriculum & Instruction, 6(1), 1–10.
• Herrera, S. G., Holmes, M. A., & Kavimandan, S. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3), 1–19. Available athttp://ijme-journal.org https://dx.doi.org/10.18251/ijme.v14i3.608
• Herrera, S. G., Morales, A. R., Holmes, M. A., & Terry, D. H. (2011/2012). From remediation to acceleration: Recruiting, retaining, and graduating future culturally and linguistically diverse (CLD) educators. Journal of College Student Retention: Research, Theory & Practice, 13(2), 229-250. https://digitalcommons.unl.edu/teachlearnfacpub/282
• Holmes, M., Fanning, C., Morales, A., Espinoza, P., & Herrera, S. (2012). Contextualizing the path to academic success: Culturally and linguistically diverse students gaining voice and agency in higher education. In Y. Kanno & L. Harklau (Eds.), Linguistic minority students go to college: Preparation, access, and persistence (pp. 201-219). New York: Routledge. https://digitalcommons.unl.edu/teachlearnfacpub/278
• Peréz, D., Holmes, M., Miller, S., & Fanning, C. (2012). Biography-driven strategies as the great equalizer: Universal conditions that promote K-12 culturally responsive teaching. Journal of Curriculum and Instruction, 6(1), 25–42.
• Morales, A., Herrera, S., & Murry, K. (2011). Navigating the waves of social and political capriciousness: Inspiring perspectives from DREAM-eligible immigrant students. Journal of Hispanic Higher Education, 10(3), 266–283.
• Wessels, S., Holmes, M., & Herrera, S. (2011). The role of preservice teachers’ meaning perspectives and schemes in a study abroad experience. Multicultural Learning and Teaching, 6(2).