Selected Publications/Presentations

Téllez, K. (in press). The assessment of mathematical knowledge in elementary level dual language programs. In Machado-Casas, M., Maldonado, S.I., & Flores, B.B., Evaluating bilingual education programs: Assessing students’ bilingualism, biliteracy and sociocultural competence. New York: Peter Lang.

Téllez, K. (2018). Are Teacher Perceptions of Self-Efficacy and Collective Responsibility Related to Gain Scores in Mathematics? A paper presented at the California Council for Teacher Education conference, March, Sacramento, CA.

Mosqueda, E. & Téllez, K. (2017). Contesting Racism, Marginalization, and Mexican Immigrant Youth Failure: Examining the Elusive Path Toward Earning a Diploma from a Nontraditional High Schooly. In G. Conchas (Ed.), Cracks in the Schoolyard: Confronting Latino Educational Inequality, NY: Teachers College

Warren, R. & Téllez, K. (2017). A report of the Santa Clara county teacher workforce studyy. A paper presented at the California Council for Teacher Education conference, March, Sacramento, CA.

Castellano, K. E., Duckor, B., Wihardini, D., Telléz, K., & Wilson, M. (2016). Assessing academic language in an elementary mathematics teacher licensure examTeacher Education Quarterly43(1), 3-27.

Téllez, K., & Mosqueda, E. (2015). Developing teachers’ knowledge and skills at the intersection of English language learners and language assessmentReview of Research in Education39(1), 87-121.

Téllez, K. & Manthey, G. (2015). Teachers’ perceptions of effective school-wide programs and strategies for English language learners. Learning Environments Research, 18, 111-127.

Bunch, G. C., Aguirre, J. M., & Téllez, K. (2015). Integrating a focus on academic language, English learners, and mathematics: Teacher candidates’ responses on the Performance Assessment for California Teachers (PACT). The New Educator11(1), 79-103.

Duckor, B., Castellano, K. E., Téllez, K., Wihardini, D., & Wilson, M. (2014). Examining the internal structure evidence for the Performance Assessment for California Teachers: A validation study of the elementary literacy teaching event for Tier I teacher licensureJournal of Teacher Education65(5), 402-420.

Téllez, K. (in progress). An analysis of the structure and assessment of standards for teacher candidates and program. To appear in Waxman, et al. Preparing teachers to implement standards: Integrating reserach, policy, and practice.

Téllez, K. & Varghese, M. (2013). Teachers as intellectuals and advocates: Professional development for bilingual education teachers. Theory Into Practice, 52, 128-135.

Téllez, K. (2011). A case study of a career in education that began with "Teach for America". Teaching Education, 22:1, 15-38

Lasher-Zwerling, C., & Téllez, K. (2011). No less real in my mind: Using fiction as creative curriculum in an undergraduate teacher education course. In C. Craig & F. Deretchin (Eds.), Cultivating curious and creative minds: The role of teachers and teacher educators (pp. 69-87). Lanham, MD: Rowman & Littlefield.

Téllez, K. (2010). Teaching English learners: Fostering language and the democratic experience. Boulder, CO: Paradigm.

Téllez, K. & Waxman, H. (2010). A review of research on effective community programs for English language learners.The School Community Journal, 20, 103-120.

Téllez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education, 24, 43-58.

Téllez, K. (2007). Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth? Teachers and Teaching, 13(6), 543 - 564.

Téllez, K. & Waxman, H. (2006). Preparing quality educators for EL: Overview of the critical issues. In K. Téllez & H. Waxman (Eds), Preparing quality educators for ELs. Mahweh, NJ: Lawrence Erlbaum.

Téllez, K. & Waxman, H. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners In J.M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching. Philadelphia: John Benjamins Publishing.

Téllez, K. (2004). Preparing teachers for Latino children and youth: Policies and practice. The High School Journal, 88(2), 43-54.

Téllez, K. (2002). Multicultural education as subtext. Multicultural perspectives, 4, 21-24

Téllez, K.  (2001).  The big men: A journalist's look at the SAT.  Journal of Curriculum Studies, 33, 247-260

Dressman, M., & Téllez, K. (2000). Accredited under review: An inside-out account of high-stakes education reform. Paper presented at AERA, Atlanta, GA

Téllez, K. (1999). Mexican-American preservice teachers and the intransigence of the elementary school curriculum. Teaching and Teacher Education, 15, 555-570.

Téllez, K. (1998). Class placement of elementary school emerging bilingual students. Bilingual Research Journal, 22, 279-295.

Téllez, K. (1996). Authentic assessment. In J. Sikula (Ed.), The handbook of research in teacher education (pp. 704-721). New York: MacMillan.

Téllez, K., Hlebowitsh, P., Cohen, M., & Norwood, P.  (1995).  Social service field experiences in teacher education.   In J. Larkin & C. Sleeter (Eds.), Developing multicultural teacher education.  Albany, NY: SUNY Press.

Nath, J. M., & Téllez, K. (1995). A room of one's own: Teaching and learning to teach through inquiry. Action in Teacher Education, 4, 1-13.

Why I call myself a Mexican-American (unpublished manuscript)