Faculty Profiles

Colegrove, K. S.-S. (n.d.). Padres y madres imigrantes y su conceptualización de la confianza como aspecto importante del apredizaje. In Experiencias de formación pedagógica con educadores tradicionales e integración cultural en Chile. Universidad Católica del Norte Publishers.

Zúñiga, C., & Colegrove, K. S.-S. (2025). “No les está mixteando”: Mexicano bilingual teachers’ and immigrant parents’ constructions of bilingual identity in the U.S. Journal of Language, Identity & Education, 1–17.

Colegrove, K. S.-S., & Zúñiga, C. (n.d.). Latine immigrant parents’ conceptualization of their children as learners in early schooling in the U.S. In The Bloomsbury Handbook of Critical Perspectives in Early Childhood. Bloomsbury Academic.

Payne, K., Adair, J., Lee, S., McManus, M., Falkner, A., Sachdeva, S., & Colegrove, K. S.-S. (2025). Child focused civics: Seeing civic action in young children’s everyday interactions. Theory & Research in Social Education., 1–32.

McManus, M., Colegrove, K. S.-S., & Adair, J. K. (2024). “Some of us don’t like the chaos”: Educators’, parents’, and students’ learning rationales for teacher control in the classrooms of young children of Latinx immigrants. Journal of Latinos and Education, 1–15. https://doi.org/https://doi.org/10.1080/15348431.2024.2416057

Adair, J., Park, S., Alonzo, M., McManus, M., Odim, N., Lee, S., … Colegrove, K. S.-S. (2024). Equitable access to agency-supportive early schooling contexts for young children of color. Early Childhood Research Quaterly, 69(4), 49–64. https://doi.org/https://doi.org/10.1016/j.ecresq.2024.06.003

Flanagan Bórquez, A., & Colegrove, K. S.-S. (2023). Transforming our praxis through cross-cultural perspectives in pedagogy. In D. Keyes, V. Ross, & E. Chan (Eds.), Advances in Research on Teaching Series: Narrative Strand. Emerald Group Publishing Limited.

McManus, M., & Colegrove, K. S.-S. (2023). Can I help you? Supporting equity, learning, and development by allowing children to help out. Young Children, 78(3), 6–13.

Colegrove, K. S.-S. (2022). Latinx immigrant parents’ views on learning and collaboration in the early childhood classroom classroom. Infancia & Aprendizaje: Journal for the Study of Education and Development, 45(3), 678–700. https://doi.org/https://doi.org/10.1080/02103702.2022.2059947

Colegrove, K. S.-S., McManus, M., & Adair, J. K. (2022). “¿Cómo no quieren que me enoje?”: Latinx immigrant parents’ engagement in the early grades. In M. Strickland & L. Roy (Eds.), Composing storylines of possibilities: Immigrant and refugee families navigating school AERA SIG: Family-School-Community Partnership Series. Information Age Publishing.

Colegrove, K. S.-S. (2022, July). Exploring Agency and Racism with Educational Ethnographic Work. Anthropology News Website. Retrieved from https://www.anthropology-news.org/articles/exploring-agency-and-racism-with-educational-ethnographic-work/#authors

Colegrove, K. S.-S., McManus, M., Adair, J. K., & Payne, K. (2021). ¡Los Policías!: Creating space for learning and agency in a Head Start bilingual classroom. Contemporary Issues of Early Childhood, 24(4), 453–467. https://doi.org/https://doi.org/10.1177/14639491211021595

Adair, J. K., & Colegrove, K. S.-S. (2021). Segregation by experience: Agency, racism and learning in early schooling. University of Chicago Press.

Colegrove, K. S.-S. (2021). Practicas para fortalecer el lazo entre las familias migrantes y las escuelas en sociedades de destino. In P. Castillo Ladino & G. Guevara Bermúdez (Eds.), Educación Intercultural: Enfoques y Desafios. Universidad Catolica del Norte Press.

Payne, K., Adair, J. K., Colegrove, K. S.-S., Lee, S., Falkner, A., McManus, M., & Sachdeva, S. (2020). Reconceptualizing civic action education for young children: Recognizing embodied civic action. Education, Citizenship, and Social Justice Journal, 15(1), 35–46. https://doi.org/https://doi.org/10.1177/1746197919858359

Krause, G., & Colegrove, K. S.-S. (2020). Preparing bilingual pre-service teachers to foster equitable and open communication with Latinx immigrant parents en la enseñanza de matemáticas. Teaching for Excellence and Equity in Mathematics, 11(3), 41–49. Retrieved from https://toma.memberclicks.net/assets/1.EnewsDocuments/2020EnewsDocs/9.FINAL%20TEEM11.3.pdf

Colegrove, K. S.-S. (2019). Working with diverse families. In C. Brown, M. B. McMullen, & N. File (Eds.), The Wiley Handbook of Early Childhood Care and Education. Wiley-Blackwell Publishing.

Colegrove, K. S.-S. (2019). “Gracias por escucharnos”: Listening and learning from Latinx immigrant parents through video-cued ethnography. Anthropology and Education Quarterly, 50(3), 291–312. https://doi.org/https://doi.org/10.1111/aeq.12299

McManus, M., Payne, K., Lee, S., Sachdeva, S., Faulkner, A., Colegrove, K. S.-S., & Adair, J. K. (2019). Expanding video-cued multi-vocal ethnography for activist research in the civic action and learning with young children study. Anthropology and Education Quartely, 50(3), 348–355. https://doi.org/https://doi.org/10.1111/aeq.12300

Colegrove, K. S.-S., & Zuñiga, C. E. (2018). Finding and enacting agency: An elementary ESL teacher’s perceptions of teaching and learning in the era of standardized testing. International Multilingual Research Journal, 12(3), 188–202. https://doi.org/https://doi.org/10.1080/19313152.2018.1474061

Adair, J. K., Colegrove, K. S.-S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latino/a immigrants. Teachers College Record, 120(6), 1–40.

Colegrove, K. S.-S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Bank Street Occasional Papers, 1–10.

Colegrove, K. S.-S., & Krause, G. (2017). “Lo hacen tan complicado”: Bridging the perspectives and expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal, 40(2), 187–204. https://doi.org/https://doi.org/10.1080/15235882.2017.1310679

Adair, J. K., Colegrove, K. S.-S., & McManus, M. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualization of learning. Harvard Educational Review, 83(3), 309–334. https://doi.org/https://doi.org/10.17763/1943-5045-87.3.309

Colegrove, K. S.-S., & Krause, G. (2016). “Complicando algo tan sencillo”: Bridging mathematical understandings of Latino immigrant parents. In Psychology of Mathematics & Education of North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1189–1195).

Colegrove, K. S.-S., & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122–135. https://doi.org/https://doi.org/10.2304/ciec.2014.15.2.122

Adair, J. K., & Colegrove, K. S.-S. (2014). Communal agency and social development: Examples from first grade classrooms serving children of immigrants. Asia-Pacific Journal of Research in Early Childhood Education, 8(2), 69–91.