Kate Anderson

Anderson, K.T., Chang-Bacon, C., & Guzmán Antelo, M. (2024). Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom. International Journal of Bilingualism, 1-17. doi: 10.1177/13670069241236682

Anderson, K.T., Rodriguez-Martinez, S., & Yoon, S.S. (2024). Educators’ stancetaking on Standardized English: From prescriptivist to critically conscious and somewhere in-between. Journal of Language, Identity & Education. doi:10.1080/15348458.2023.2299696

Cruz, J., & Anderson, K.T. (2024). Reconceptualizing online discussion forums as a fabricated focus group: Illuminating educators’ language ideologies through asynchronous discussion posts. International Journal of Qualitative Studies in Education, 37(1), 19-37.   

Bernstein, K.A., Anderson, K.T., Close, K., & Rodriguez-Martinez, S. (2023). Teacher beliefs about multilingual learners:  How language ideologies shape teachers’ hypothetical policymaking. International Multilingual Research Journal, 17(3), 191-219. doi:10.1080/19313152.2023.2182094

Anderson, K.T., Ambroso, E., Cruz, J., Zuiker, S., & Rodriguez-Martinez, S. (2022). Complicating methods for understanding educators’ language ideologies: Transformative approaches for mixing methods, Language and Education, 36(1), 1-19. doi:10.1080/09500782.2021.1931296

Zuiker, S.J., & Anderson, K.T. (2021). Fostering peer dialogic engagement in science classrooms with an educational videogame. Research in Science Education, 51, 865-889. doi: 10.1007/s11165-019-9842-z

Anderson, K.T., & Holloway, J. (2020). Discourse analysis as theory, method, and epistemology in studies of education policy. Journal of Education Policy, 35:2, 188-221. doi:10.1080/02680939.2018.1552992

Anderson, K.T., & Kachorsky, D. (2019). Assessing students’ multimodal compositions: An analysis of the literature. English Teaching: Practice and Critique, 18(3), 312-334. https://doi.org/10.1108/ETPC-11-2018-0092

Fischman, G.E., Anderson, K.T., Tefera, A., & Zuiker, S.J. (2018). If mobilizing educational research is the answer, who can afford to ask the question? An analysis of knowledge mobilization for scholarship in education. AERA Open. doi:10.1177/2332858417750133

Anderson, K.T., Stewart, O.G., & Kachorsky, D. (2017). Seeing academically marginalized students’ multimodal authoring from a position of strength. Written Communication, 34(2), 104-134. doi:10.1177/0741088317699897

Anderson, K.T. (2017). Leveraging researcher reflexivity to consider a classroom event over time: Reflexive discourse analysis of ‘what counts.’ Classroom Discourse, 8(1), 36-54. doi:10.1080/19463014.2016.1271742

Anderson, K.T., Stewart, O., & Aziz, M. (2016). Writing ourselves in: Researcher reflexivity in ethnographic and multimodal methods for understanding what counts, to whom, and how we know. Anthropology & Education Quarterly, 47(4), 385-401. doi:10.1111/aeq.12167

Anderson, K.T. (2015). The discursive construction of lower-tracked students: Ideologies of meritocracy and the politics of education. Education Policy Analysis Archives, 23(110), doi:10.14507/epaa.v23.2141