| “I am not a shelter!”: Stigma and social boundaries in teachers’ accounts of students’ experience in separate “sheltered” English learner classrooms DB Dabach Journal of Education for Students Placed at Risk (JESPAR) 19 (2), 98-124, 2014 | 158 | 2014 |
| “My student was apprehended by immigration”: A civics teacher's breach of silence in a mixed-citizenship classroom DB Dabach Harvard Educational Review 85 (3), 383-412, 2015 | 143 | 2015 |
| Teacher placement into immigrant English learner classrooms: Limiting access in comprehensive high schools DB Dabach American Educational Research Journal 52 (2), 243-274, 2015 | 97 | 2015 |
| Beyond the “English learner” frame: Transnational funds of knowledge in social studies DB Dabach, A Fones International Journal of Multicultural Education 18 (1), 7-27, 2016 | 85 | 2016 |
| Breaking the silence: Facing undocumented issues in teacher practice J Jefferies, DB Dabach Association of Mexican American Educators Journal 8 (1), 2014 | 72 | 2014 |
| Future perfect?: Teachers’ expectations and explanations of their Latino immigrant students’ postsecondary futures DB Dabach, C Suárez-Orozco, SJ Hernandez, MD Brooks Journal of Latinos and Education 17 (1), 38-52, 2018 | 66 | 2018 |
| Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students: Lessons for State and Local Education Agencies. I Umansky, M Hopkins, DB Dabach, L Porter, K Thompson, D Pompa Council of Chief State School Officers, 2018 | 55 | 2018 |
| Teachers as agents of reception: An analysis of teacher preference for immigrant-origin second language learners DB Dabach The New Educator 7 (1), 66-86, 2011 | 52 | 2011 |
| Teachers navigating civic education when students are undocumented: Building case knowledge DB Dabach, A Fones, NH Merchant, A Adekile Theory & Research in Social Education 46 (3), 331-373, 2018 | 46 | 2018 |
| “You can’t vote, right?”: When language proficiency is a proxy for citizenship in a civics classroom DB Dabach Journal of International Social Studies 4 (2), 37-56, 2014 | 38 | 2014 |
| Rights versus reality: The gap between civil rights and English learners’ high school educational opportunities DB Dabach, RM Callahan Teachers College Record 16558, 113, 2011 | 38 | 2011 |
| Teachers as a context of reception for immigrant youth: Adaptations in" sheltered" and" mainstream" classrooms DB Dabach UC Berkeley, 2009 | 32 | 2009 |
| Rethinking immigration as a controversy DB Dabach, NH Merchant, AK Fones Social Education 82 (6), 307-314, 2018 | 26 | 2018 |
| Discourses of exclusion: Immigrant-origin youth responses to immigration debates in an election year DB Dabach, A Fones, NH Merchant, MJ Kim Journal of Language, Identity & Education 16 (1), 1-16, 2017 | 25 | 2017 |
| Ideals and realities: An examination of the factors shaping newcomer programming in six US school districts IM Umansky, M Hopkins, DB Dabach Leadership and Policy in Schools 19 (1), 36-59, 2020 | 23 | 2020 |
| " In a little while I could be in front": Social mobility, class, and gender in the computer practices of two Mexicano families J Menard-Warwick, DB Dabach Journal of Adolescent & Adult Literacy 47 (5), 380-389, 2004 | 15 | 2004 |
| Safety and belonging in immigrant-serving districts: Domains of educator practice in a charged political landscape R Lowenhaupt, DB Dabach, A Mangual Figueroa AERA Open 7, 23328584211040084, 2021 | 14 | 2021 |
| The civic lessons and immigrant youth (CLAIY): Implications for teacher education DB Dabach, AK Fones The Teacher Educator 53 (3), 328-346, 2018 | 9 | 2018 |
| When Some Students Are Undocumented, and Some Are Not: Teaching Civics in Mixed-Citizenship Classrooms. DB Dabach, A Fones, NH Merchant Social Education 84 (6), 2020 | 4 | 2020 |
| A Digital Divide? Class and Gender in the Computer Practices of Two Mexicano Families. J Menard-Warwick, DB Dabach | 3 | 2002 |
Ilana M. UmanskyUniversity of OregonVerified email at uoregon.edu
