Scott E. Grapin

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How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models

Daniel Wendel, Lorena Llosa, Alison Haas, 2020, Syst..

How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners : Talk in the Science Classroom

Alison Haas, Scott E. Grapin, Okhee Lee, 2018 .

Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2022, Journal of Language, Identity & Education.

Science and language integration with English learners: A conceptual framework guiding instructional materials development

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Science Education.

Precision: Toward a meaning-centered view of language use with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Linguistics and Education.

“I relate everything in my life to music”: How music pre-service teachers make sense of and envision using English language development standards

Scott E. Grapin, 2022, Linguistics and Education.

What the “periphery” can teach the “core” in the education of multilingual learners

Scott E. Grapin, 2022, International Multilingual Research Journal.

WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions

Scott E. Grapin, Okhee Lee, 2021, TESOL Quarterly.

Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021)

Scott E. Grapin, 2021 .

Multimodality in the New Content Standards Era: Implications for English Learners

Scott E. Grapin, 2019 .

A disciplinary perspective on translanguaging

Scott E. Grapin, Ashlyn E. Pierson, 2021, Bilingual Research Journal.

Science education with multilingual learners: Equity as access and equity as transformation

Scott E. Grapin, Ashlyn E. Pierson, Minjung Ryu, 2023, Science Education.

Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2022, TESOL Journal.

Multimodal Tasks to Assess English Learners and Their Peers in Science

Scott E. Grapin, Lorena Llosa, 2022, Educational Assessment.

Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Teacher Education.

Rethinking instructional strategies with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2020 .

Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning

Scott E. Grapin, 2022, Language Assessment Quarterly.

The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches

Scott E. Grapin, Okhee Lee, 2022, Journal of Research in Science Teaching.

Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science

Scott E. Grapin, Lorena Llosa, 2021, TESOL Quarterly.

Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Education and Technology.

Multimodal Teaching and Learning

Scott E. Grapin, 2020, The Encyclopedia of Applied Linguistics.

Toward an integrative framework for understanding multimodal L2 writing in the content areas

Scott E. Grapin, Lorena Llosa, 2020 .

Linguistic Dimensions of TOEFL iBT Essays Compared With Successful Student Disciplinary Writing in the University

Scott E. Grapin, Eric Friginal, Lorena Llosa, 2020 .

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

Scott E. Grapin, Ashlyn E. Pierson, Okhee Lee, 2023, Journal of Research in Science Teaching.

Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Education and Technology.

Integrating Computational Modeling Into Science Instruction With English Learners

Scott E. Grapin, Lorena Llosa, Katie Simon, 2021 .

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Scott E. Grapin, Okhee Lee, Alison Haas, 2023, Science Education.

Integrating Crosscutting Concepts Into Science Instruction

Lorena Llosa, Alison Haas, Scott E. Grapin, 2019, Science and Children.

Precision: Toward a meaning-centered view of language use with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Linguistics and Education.

The Complex Terrain of Equity for Multilingual Learners in K–12 Education

Scott E. Grapin, 2023, Educational Researcher.

Language for Specific Purposes Testing: A Historical Review

Scott E. Grapin, 2017 .