Faculty Profiles

Lopez, M. M., & Van Overschelde, J. (2024). Texas Districts of Innovation: Unlicensed Teachers Hurt Student Math Achievement. San Marcos. TX: Research for EDucator Equity & Excellence Center. https://doi.org/10.13140/RG.2.2.24459.91688

Van Overschelde, J. P., & Lopez, M. M. (2024, May 6). Unlicensed Teachers Now Dominate New Teacher Hires in Rural Texas Schools. The Conversation. Retrieved from https://theconversation.com/unlicensed-teachers-now-dominate-new-teacher-hires-in-rural-texas-schools-219522

Lopez, M. M., Van Overschelde, J. P., & Wiseman, A. (2023). Addressing Misalignment at Critical Transition Points in Texas Education.

Lopez, M. M., & Benavides, A. (2023). Funds of Identity and education: The journey of a Latina educator from linguistic erasure to linguistic empowerment. In Serie de Comunicación Social (pp. 281–285). Santiago, Cuba: Centro de Lingüistica Aplicada, Cuba.

Lopez, M. M., & Saunders, J. M. (2022). Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity. In Research Anthology on Racial Equity, Identity, and Privilege (pp. 623–643). IGI Global. https://doi.org/https://doi.org/10.4018/978-1-6684-4507-5.ch033

Lopez, M. M., & Lara Morales, P. (2021). From Global South to Global North:  Lessons from a short-term study abroad program for Chilean teacher candidates in English pedagogy. Journal of Research in Childhood Education.

Lopez, M. M., Newman, T. A., & Day, C. (2021). Community Cultural Wealth: Uncovering Assets through Community Mapping. In Reshaping Graduate Education through Innovation and Experiential Learning (pp. 83–102). IGI Global. https://doi.org/https://doi.org/10.4018/978-1-7998-4836-3.ch005

Lopez, M. M., & Newman, T. A. (n.d.). Walk with me:  Caminatas as a way for developing culturally sustaining literacies pedagogies with preservice teachers. In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. IGI Global.

L\’opez, Minda Morren, M. (2020). Linking Community Literacies to critical literacies through community language and literacy mapping. Teaching and Teacher Education, 87, 1–9. https://doi.org/doi.org/10.1016/j.tate.2019.102932

Lopez, M. M., O’Lussier, K., & Assaf, L. (2020). Becoming Linguistically Responsive Teachers: Generative Learning One Year After Participating in Study Abroad and International Service Learning Project. Teacher Education Quarterly, 47(2), 108–133.

Lopez, M. M., Guerra, M. J., & Benavidez, A. (2020). Funds of identity: The journey of a Latina educator from linguistic erasure to linguistic empowerment. Journal of Culture and Values in Education.

Lopez, M. M., Newman, T., & Day, C. (2020). Community cultural wealth: Uncovering assets through Community Mapping. In Reshaping Graduate Education Through Innovation and Experiential Learning (pp. 20–45). IGI Global. https://doi.org/10.4018/978-1-7998-4836-3.ch005

Lopez, M. M., & Pu, C. (2020). Infusing global perspectives into teacher education:  A self-study in Texas and Georgia. In People-Centered Approaches Toward the Internationalization of Higher Education (pp. 20–45). IGI Global. https://doi.org/https://doi.org/10.4018/978-1-7998-3796-1.ch002

Lopez, M. M., & Saunders, J. M. (2020). Literacy Teacher Preparation for Educational Justice through Culturally Sustaining Pedagogies. In Integrating Social Justice Education in Teacher Preparation Programs (pp. 56–75). IGI Global. https://doi.org/https://doi.org/10.4018/978-1-7998-5098-4.ch003

Lopez, M. M., & Saunders, J. M. (2020). Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity. In Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators. Hershey, PA, United States: IGI Global. https://doi.org/10.4018/978-1-7998-1962-2.ch013

Van Overschelde, J. P., & Lopez, M. M. (2019). Raising the bar or locking the door? The effects of increasing GPA admission requirements on teacher preparation. Equity & Excellence in Education.

Lopez, M. M., & Friedman, H. (2019). “Don’t judge a boy by his face”:  Creating space for empathy, engagement, and skill building through interactive read alouds. English in Texas, 49(1), 32–38.

Lopez, M. M. (2016). Effective Teaching of English Language Learners.

Lopez, M. M., Ynostroza, A., Fr\’anquiz, Mar\’\ia E, & Curiel, Luc\’\ia C\’ardenas. (2015). Cultural Artifacts: Using Sylvia and Aki for Opening Up Authoring Spaces. Bilingual Research Journal, 38(2), 190--206. https://doi.org/10.1080/15235882.2015.1068243

Assaf, L. C., & Lopez, M. (2015). Generative learning on a service learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323–338. https://doi.org/10.1177/2381336915617578

Lopez, M. M., & Brochin, C. (2014). Transnational preservice teachers literate lives and writing pedagogy in a digital era. In Exploring multimodal composition and digital writing (pp. 298--315). IGI Global.

Lopez, M., & Assaf, L. (2014). Developing deeper understandings of diversity:  Service-learning and field experiences combine for generative learning of Bilingual/ESL preservice teachers. In D. Freeman & Y. Freeman (Eds.), Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (Advances in Research on Teaching, Vol. 21) (pp. 31–57). UK: Emerald Books.

Lopez, M., & Brochin, C. (2014). Transnational preservice teachers’ literate lives and writing pedagogy in a digital era. In R. Ferdig & K. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-4345-1.ch018

Lopez, M. M., & Kramer, K. (2013). Me siento como un heroe: Fostering Global Citizenry Through an Integrated Unit of Study on Water. English in Texas, 43(2), 11–17.

Minda M. (2013). Mothers choose: Reasons for enrolling their children in a two-way immersion program. Bilingual Research Journal, 36(2), 208--227. https://doi.org/https://doi.org/10.1080/15235882.2013.818595

Lopez, M. M., & Mendoza, M. A. (2013). We need to catch them before they fall: Response to intervention and elementary emergent bilinguals. Multicultural Perspectives, 15(4), 194--201. https://doi.org/https://doi.org/10.1080/15210960.2013.844604

Assaf, L. C., & Lopez, M. (2012). Reading rocks an after school literacy program: Responsive reading instruction. Journal of Early Childhood Teacher Education, 5(1), 55–62.

Lopez, M. M. (2012). Children’s language ideologies in a first-grade dual-language class. Journal of Early Childhood Literacy, 12(2), 176--201. https://doi.org/https://doi.org/1468798411417077

Lopez, M. (2012). Taking the TExES Exam: EC-6 Generalist. Taking the TExES Exam: EC-6 Generalist. Texas A&M University. Retrieved from https://pact.tarleton.edu/tcert/

Lopez, M. (2012). Taking the TExES Exam: ESL Supplemental. T-Cert: Texas Educational Agency and Texas A&M University. Texas A&M University. Retrieved from https://pact.tarleton.edu/tcert/

Lopez, M. (2010). Language ideologies of mothers and children in a Dual Language program. 60th National Reading Conference Yearbook, 233–249.

Lopez, M., & Franquiz, M. (2009). We teach this way because it is the model we’ve adopted: Asymmetries in language and literacy policies and implementation in Two Way Immersion Programs. Research Papers in Education, 24(2), 175–200. https://doi.org/10.1080/02671520902867176

Lopez, M. M. (2008). Aqui en los Estados Unidos hablamos ingles.... o, y espa\~nol tambienÓ: Students’ emerging language ideologies and literacy practices in a dual language primary program. The University of Texas at San Antonio.

Lopez, M. m. (2008, January 8). Review of the book Language and Identity in a Dual Immersion School by K. Potowski [Review of Language and Identity in a Dual Immersion School by K. Potowski, by K. Potowski]. Teachers College Working Papers in TESOL & Applied Linguistics.

Lopez, M., & Murillo, E. (2008, January 8). Commercial products in education. Handbook of Latinos in Education: Research, Theory, & Practice. Mahwah, NJ: Lawrence Erlbaum.

Lopez, M. M. (2007). Immigrant Students and Literacy: Reading, Writing, and Remembering. Bilingual Research Journal. Taylor \& Francis Inc.