Research

Books:

Torres-Guzmn, M.E. & Swinney, R (2009).  Freedom at Work:  Language, Professional, and Intellectual Development. Boulder, CO:  Paradigm Press.

Torres-Guzman, M. E. & Gomez, J. (Eds.) (2009). Global Perspectives on Multilingualism:  Unity in Linguistic Diversity. NY:  Teachers College Press. 

Barnard, R. & Torres-Guzman, M. E. (Eds.) (2008).  Creating Communities of Learning in K-12 schools: International case studies and perspectives. Clevedon, England: Multilingual Matters

Skutnabb-Kangas, T., Garcia, O. & Torres-Guzman, M. (2006). Imagining Multilingual Schools: Langauge in Education and Glocalization.  Philadelphia:  Multilingual Matters.

Prez, B. and Torres-Guzmn, M. E. (Third edition, 2001, Second edition, 1995, First edition 1991). Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach.  New York: Longman.

Editor journal volumes:

Brisk, M., Torres-Guzmn, M. E. & Minaya-Rowe, L.  (Eds.)  (2002). Special Issue on Successful Bilingual Programs.  BRJ26:1.

Torres-Guzmn, M. E. & Carter, R. (2001).  Special Issue on Multicultural Education (Volume II).  Teachers College Record, 102(6): 949-952. 

Torres-Guzmn, M. E. & Carter, R. (2000).  Special Issue on Multicultural Education (Volume I).  Teachers College Record, 102(5): 861-863. 

Refereed Journals and Chapters:

Torres-Guzman, M. E. (under consideration) Is a Read Aloud just a Read Aloud? The Reading Teacher.

Prez, B. & Torres-Guzmn, M.E. (under consideration).  Access to language and literacy in two-way bilingual classrooms.

Torres-Guzman, M. E., Lao, C. and Han, A. (in press) Hidden Jewels:  San Francisco Chinese Immersion Programs.  Asian and Pacific Islander American Education.

Torres-Guzman, M. E  (2008). Teachers assuming ownership of teaching:  The case of a dual language education program in the United States.  In (German text)

Torres-Guzman, M. E. (2009). Negotiating appropriateness in the second language within a dual language education classroom setting.  In Barnard, R. & Torres-Guzman, M. E. (Eds.) Creating Communities of Learning in K-12 schools: International case studies and perspectives. Clevedon, England: Multilingual Matters

Torres-Guzmn, M.  E. & Howes E. (2008). Experimenting in teams and tongues:  Team teaching a bilingual science education course. In Richardson Bruna, K & Gomez, K. (Eds.) Talking Science, Writing Science: The Work of Language in Multicultural Classrooms.  Mahwah, N.J: Lawrence Erlbaum Publishers

Torres-Guzman, M. E., Hunt, V. Torres, I., Madrigal, R., Flecha, I. & Jaar, A. (2006)  Teacher study groups:  In search of teaching freedom within a collective.  The New Teacher, 2:207-226.

Torres-Guzman, M. E., Morales, S., Han, A., & Klien, T.  (2005).  Self-designated dual-language orograms:  Is there a gap between labeling and implementation?  Bilingual Research Journal. 29, (2):453-474.

Torres-Guzman, M. E.(2005).  La lecture suivie n'est-elle qui lecture suivie (Are Read Alouds Just Read Alouds?)   Lettre de l'AIRDF (International Research Association in French Didactics), No. 25. 98-108.

Torres-Guzman, M. E. & Etxeberria, F. (2005)  Modelo B/dual language programs in the Basque Country and the US. International Journal in Bilingualism and Bilingual Education, 8 (6), 506-528.

Hollins, E. & Torres-Guzman, M.E. (2005). Research on preparing teachers for diverse populations. Cochran-Smith, M. & K. Zeichner (Eds.). Studying Teacher Education : The Report of the AERA Panel on Research and Teacher Education. Mahwah, N.J.: Lawrence Erlbaum Associates.

Torres-Guzmn, M. E. (2003).  Preparing teachers to recognize and confront symbolic violence in bilingual education. In Wallace, B. C. & Carter, R. T (Eds.). Understanding and Dealing with Violence:  A Multicultural Approach (Pp. 201-225).  Thousand Oaks, CA:  SAGE Publications.

Torres-Guzmn, M. E. (2002). Dual language programs. Directions in Education and Language Series, Washington, D. C.: NCBE.

Torres-Guzman, M. E.,  Abbate. J., Brisk, M. & Minaya-Rowe, L. (2002).  Defining and documenting success for bilingual learners:  A collective case study.  Bilingual Research Journal:26, 1.

Torres-Guzmn, M. & Y. Martinez. (2000). Puerto Rican/Latino student voices:  Stand & Deliver. In Nieto, S. Puerto Rican Voices.  Mahwah, N.J:  Lawrence Erlbaum.

Torres-Guzmn, M. E. (1997, 2004).  Language, culture and literacy in Puerto Rican Communities.  In Perez, B. (Ed.). Literacy in Diverse Communities.  Mahwah, N.J: Lawrence Erlbaum.

Torres-Guzmn, M. E. (1997). Mentoring Bilingual Teachers.  Directions in Education and Language Series, Washington, D. C.: NCBE.

Torres-Guzmn, M. E. et al. (1996). Stories about Differences in a Collaborative with Middle School Students.  Theory in Practice. 35: 196-204.

La Colectiva Intercambio. (1996). Ways of Looking, Teaching and Learning: A Tapestry of Latino Collaborative Projects. C. Walsh (Ed.). Educational Reform and Linguistic Minorities: Rethinking Policy, Pedagogy, and Community (pp. 95-122). Mahwah, N.J:Laurence Erlbaum

Torres-Guzmn, M. E. and Goodwin, A. L. (1995) Mentoring Bilingual Teachers. Focus. Washington, D. C.: NCBE.

Torres-Guzmn, M. E. and Goodwin, A. L. (1995).  Urban Bilingual Teachers and Mentoring for the Future.  Education and Urban Society. 28(1): 48-66.

Torres-Guzmn, M. E. (1995). Recasting frames:  Latino parent involvement.  In Baker, C. & Garca, O. (Eds.). Policy and Practice in Bilingual Education: Extending the Foundations (Reprint). Philadelphia: Multilingual Matters Ltd.

Torres-Guzmn, M. E. (1994). Language minorities:  Moving from the periphery to the center? Educational Forum. 58: 409-420.

Torres-Guzmn, M. E. (1994).  Surviving the Journey.  In (Eds.) R. Padilla & Chvez, R. The Leaning Ivory Tower: Latino Professors in American Universities. Albany, NY: SUNY Press.

Torres-Guzmn, M.; Mercado, C., Quintero, A. H. & Rivera Viera, D. (1993). Teaching and Learning in Puerto Rican/Latino   Collaboratives: Implications for Teacher Education. E. Hollins (Ed.). The Challenge of Cultural Diversity in Teacher Preparation and Assessment. Albany, NY:SUNY Press.

Torres-Guzmn, M. E. (1991). Stories of Hope in the Midst of Despair:  Culturally Responsive Education for Latino Students in an Alternative High School in New York City. In Saravia Shore, M. & Alvizu, S. Cross cultural literacy: Ethnographies of communication in multiethnic classrooms. New York:  Garland.

Torres-Guzmn, M.E. (1991) Voy a Leer Escribiendo in DeVillar, R.A. & C.J. Faltis (Eds.) Computers and cultural diversity:  Restructuring for school success. Albany, NY:  SUNY Press.

Torres-Guzmn, M.E. (1990). Voy a Leer Escribiendo in the context of bilingual/bicultural education.  Computers in the Schools. 7:145-171.

Torres-Guzmn, M. E. (1990). Recasting frames:  Latino parent involvement.  In Faltis, C. & M. McGroarty (Eds.).  In the interest of language:  Contexts for learning and using languages (pp. 386-405).  Berlin: Walter de Gruyter & Co.

Torres, M. E. (l989). Attitudes of bilingual education parents toward language learning and curriculum and instruction. NABE Journal. 12:171-185.

Torres, M. E. (l986). Special language issues.  In Duffy, G. and L. Roehler (Eds.).  Improving classroom reading instruction.  New York:  Random House.

Book Reviews & Forwards:

Torres-Guzman, M. E. (in press).  Review of Color of Bureaucracy:  The Politics of Equity in Multicultural School Communities.

Torres-Guzman, M. E. (2004).  Forward.  In Perez, B. Becoming Biliterate:  A Study of Two-Way Bilingual Immersion Education.  Mahwah, NJ:  Lawrence Erlbaum Associates.

Torres-Guzman, M. E. (2003) Review of La Clase Magica:  Imagining Optimal Possibilities in a Bilingual Community of Learners.  AEQ, 24, 3.

Torres-Guzmn, M. (1999). Review of Ethnic Diversity in Communities and Schools:  Recognizing and Building on Strengths.  AEQ, 31, 3.

Torres-Guzmn, M. E. (1998) Review of Where Something Catches by Victoria Muoz.  International Journal of Qualitative Studies in Education

Torres-Guzmn, M. E. (1995).  Review of Bilingual Education:  Politics, Practice, Research, Ninety-second Yearbook of the Society for the Study of Education:  Part II. By Arias, M.B.  & Casanova, U. (Eds.). Teachers College Press. 96: 590-592