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Ballenger, C. (2005). Meaning and context: Studying words in motion. In Y. Yerrick and W.M. Roth (Eds.). Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning, pp. 175-193. Mahwah, NJ: Lawrence Erlbaum. 

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Ballenger, C. (2003). "The puzzling child: Challenging assumptions about participation and meaning in talking science." Language Arts, 81(4), pp. 303-311.

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Ballenger, C. (2000). Bilingual in two senses. In Z. Beykont (Ed.), Lifting every voice: Pedagogy and the politics of bilingualism, pp. 95-112. Cambridge, MA: Harvard Education Publishing Group.

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Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press. 

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Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education, 11(1), 1-14. 

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Ballenger, C. and Rosebery, A. (2003). What counts as teacher research? Continuing the conversation. Teachers College Record, 105(2), 297 - 314.

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Chèche Konnen Center and Boston Teacher Residency (2014). Practice-based inquiry in science: A professional development course in science for K-5 teachers in urban districts. Cambridge, MA: TERC. 

Practice-Based Inquiry in Science by Cheche Konnen Center at TERC is licensed under a Creative Common Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at www.terc.edu.
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Children and Science Tests Research Team. (2008). Making sense of children's performance on achievement tests: The case of the 5th grade science MCAS.Symposium paper presented at the Annual Meeting of the American Educational Research Association. New York, NY, March 24-28, 2008.

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Conant, F., Rosebery, A., Warren, B. and Hudicourt-Barnes, J. (2001). The sound of drums. In E. McIntyre, A. Rosebery, and N. Gonzalez, (Eds.), Classroom diversity: Connecting curriculum to students' lives, pp 51- 60. Portsmouth: Heinemann.

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Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 73-93.

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Hudicourt-Barnes, J. and Ballenger, C. (2008). Using students' conversational styles. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 21 -30. Arlington, VA: NSTA Press.

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McIntyre, E., Rosebery, A., and Gonzalez, N. (2001). (Eds.), Classroom diversity: Connecting curriculum to students' lives. Portsmouth: Heinemann. 

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Kachchaf, R., Noble, T., Rosebery, A., O’Connor, C., Warren, B., & Wang, Y. (2016). A closer look at linguistic complexity: Pinpointing individual linguistic features of science multiple-choice items associated with English language learner performance. Bilingual Research Journal, 39(2), 152-166, DOI: 10.1080/15235882.2016.1169455.

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Kachchaf, R. R., Noble, T., Rosebery, A., Wang, Y., Warren, B., & O'Connor, M. C. (April, 2014). The impact of discourse features of science test Items on ELL performance. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia.

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Monk, G. S. (2005). "Why would run be in speed?" Artifacts and situated actions in a curricular plan. In R. Nemirovsky, A. Rosebery, B. Warren, B., and J. Solomon, (Eds),Everyday Matters in Mathematics and Science: Studies of Complex Classroom Events, pp. 11-44. Mahwah, NJ: Erlbaum.

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Nasir, N., Rosebery, A., Warren, B., and Lee. C. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, pp. 489-504. Cambridge, England: Cambridge University Press. 

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Noble, T., Bowler, K., Kachchaf, R., Sireci, S., Rosebery, A., & Wang, Y. (April, 2016).  Addressing the linguistic challenges of assessing English Learners: A state and research organization partnership. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

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Noble, T., Kachchaf, R. R., & Rosebery, A. (2016). Assessment and English language learners: Synthesizing research on linguistic features and construct- irrelevant variance. Manuscript in revision

Noble, T., Kachchaf, R. R., Rosebery, A., Warren, B., O'Connor, M. C., & Wang, Y. (April, 2014). Do linguistic features of science test items prevent English Language Learners from demonstrating their knowledge? Paper presented at the annual meeting of the National Association of Research on Science Teaching, Pittsburgh.

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Noble, T., Rosebery, A., Kachchaf,R., and Suarez, C. (2015). Lessons Learned and Implications for Practice from the English Learners and Science Tests Project: A Guide for Teachers Cambridge, MA: TERC. 

Lessons Learned and Implications is licensed under a Creative Common Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at www.terc.edu.
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Noble, T., Rosebery, A., Kachchaf, R., & Suarez, C.  (2016).  A Handbook for Improving the Validity of Multiple Choice STE Items for English Learners. TERC, Cambridge, MA. 

Lessons Learned and Implications is licensed under a Creative Common Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at www.terc.edu.
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Noble, T., Rosebery, A., Suarez, C., Warren, B., & O'Connor, M. C. (2014). Science assessments and English language learners: Validity evidence based on response processes. Applied Measurement in Education, 27(4), 248-260. doi: 10.1080/08957347.2014.944309.

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Noble, T., Sireci, S., Wells, C. Kachchaf, R., Rosebery, A., & Wang, Y. (April 2016). Targeted linguistic modifications of science items for English Learners. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

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Noble, T. & Suarez, C. (2010). Review of Three Elementary School Science Curricula and their Relationships to Two Focal Massachusetts State Standards (Technical Report Number 2). 

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Noble, T., Suarez, C., Rosebery, A., O'Connor, M. C., Warren, B., & Hudicourt-Barnes, J. (2012). "I never thought of it as freezing": How students answer questions on large-scale science tests and what they know about science. Journal of Research in Science Teaching, 49(6), 778-803. doi: 10.1002/tea.21026 (Featured in the National Science Teachers’ Association’s ‘Research worth reading: Summer 2013’, Journal of College Science Teaching, 42(6), http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst13_042_06_66)

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Ogonowski, M. (2008). Encouraging students' imagination. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 31 - 38. Arlington, VA: NSTA Press.

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Rosebery, A. (2005). "What are we going to do next?" A case study of lesson planning. In R. Nemirovsky, A. Rosebery, B. Warren, B., and J. Solomon, (Eds), Everyday matters in mathematics and science: Studies of complex classroom events, pp. 299-328. Mahwah, NJ: Erlbaum.

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Rosebery, A.S. & Ballenger, C. (2008). Creating a foundation through student conversation. In A. Rosebery and B. Warren (Eds.). Teaching science to English language learners, pp. 1 - 12. Arlington, VA: NSTA Press.

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Rosebery, A. and Hudicourt-Barnes, J. (2006) Using diversity as a strength in the science classroom: The benefits of science talk. In K. Worth, M. Klentschy, and R. Douglas (Eds.), Linking Science and Literacy in the K-8 Classroom, pp. 305-320. Arlington, VA: NSTA Press.

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Rosebery, A. and Puttick, G.M. (1998). Teacher professional development as situated sense-making: A case study in science education. Science Education, 82, 649-677. 

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Rosebery, A. and Warren, B. (Eds.) (2008). Teaching science to English language learners. Arlington, VA: NSTA Press. 

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Rosebery, A.S., Ogonowski, M., DiSchino, M., and Warren, B. (2010). "The Coat Traps All Your Body Heat": Heterogeneity as Fundamental to Learning. The Journal of the Learning Sciences, 19:3, 322 - 357.

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Rosebery, A.S. and Warren, B. (Eds.) (1998). Boats, balloons and classroom video: Science teaching as inquiry. Portsmouth: Heinemann. 

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Rosebery, A. Warren, B., Ballenger, C. and Ogonowski, M. (2005). The generative potential of students' everyday knowledge in learning science. In T. Romberg, T. Carpenter and F. Dremock (Eds.) Understanding mathematics and science matters, pp. 55-80. Mahwah, NJ: Erlbaum.

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Rosebery, A., Warren, B., and Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94. 

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Rosebery, A. S., Warren, B. and Tucker-Raymond, E. (2015), Developing interpretive power in science teaching. Journal of Research in Science Teaching DOI: 10.1002/tea.21267 (The order of authorship is alphabetical by first name, with each author contributing equally to the research and writing.)

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Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. and Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking.Journal of Research in Science Teaching, 38, 529-552.

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Warren, B. and Ogonowski, M. (1998). From knowledge to knowing: An inquiry into teacher learning in science. Center for the Development of Teaching Paper Series. Newton, MA: EDC. 

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Warren, B., Ogonowski, M. & Pothier, S. (2005). "Everyday" and "scientific": Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events, pp. 119-148. Mahwah, NJ: Erlbaum.

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Warren, B. and Rosebery, A. (2008). Using everyday experience to teach science. In A. Rosebery and B. Warren (Eds.), Teaching science to English language learners, pp. 39 -50. Arlington, VA: NSTA Press.

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Warren, B., and Rosebery, A. (1996). "This question is just too, too easy!": Perspectives from the classroom on accountability in science. In L. Schauble and R. Glaser (Eds.),Innovations in learning: New environments for education, pp. 97-125. Hillsdale: Erlbaum. 

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Warren, B., and Rosebery, A. (1995). Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. In W. Secada, E. Fennema, and L. Adajian (Eds.), New directions for equity in mathematics education, pp. 298-328. New York: Cambridge University Press

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Warren, B., Rosebery, A.S., and Conant, F. (1994). Discourse and social practice: Learning science in language minority classrooms. In Spener, D. (Ed.), Adult biliteracy in the United States, pp. 191-210. McHenry, IL: Center for Applied Linguistics and Delta Systems Co. 

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Wright, T. (2001). Karen in motion: The role of physical enactment in developing an understanding of distance, time and speed. Journal of Mathematical Behavior, 20, 145-162. 

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