Selected recent publications:
Avalos, M. A., & Jones, L. (2019). Facilitating diverse students' discourse during mathematics discussions: What do teacher questions have to do with it? In P. Spycher and E. Haynes (Eds.), Culturally and linguistically diverse learners and STEAM: Teachers and researchers working in partnership to build a better path forward (pp. 291-312). Charlotte, NC: Information Age Publishing.
de Oliveira, L. C., Jones, L., & Smith, S. L. (2019). Classroom discourse about illustrated book dust jackets in a first grade classroom. In S. Witte, D. Latham, & M. Gross (Eds.), Literacy engagement through peritextual analysis (pp. 97-110). National Council of Teachers of English & American Library Association.
de Oliveira, L. C., Jones, L., & Smith, S. L. (2019). Multimodal literacies in the English language arts classroom for English language learners. In L. C. de Oliveira, K. Obenchain, R. H. Kenney, & A. Oliveira (Eds.), Teaching English language learners the content areas in secondary schools: English language arts, mathematics, science, and social studies (pp. 21-31). New York: Springer.
Jones, L. (2019). The power of working together: Research on collaborative writing and implications for practice. In L. C. de Oliveira & B. E. Smith (Eds.), Expanding literacy practices across multiple modes and languages for multilingual students (pp. 57-71). Charlotte, NC: Information Age Publishing.
Jones, L., Smith, S. L., & de Oliveira, L. C. (2019). Critical thinking for practice: Supporting pre-service teachers during student teaching. In G. J. Mariano & F. J. Figliano (Eds.), Handbook of research on critical thinking strategies in pre-service learning environments (pp. 19-36). Hershey, PA: IGI Global.
Selected presentations:
Jones, L., & Smith, S. L. (2019, March). Engaging emergent bilinguals in collaborative writing activities across genres. Individual paper presented at the annual meeting of the TESOL International Association, Atlanta, GA.
Smith, S. L., Jones, L., & Diaz, E. (2019, March). Teaching vocabulary and grammar through mentor texts in diverse contexts. Individual paper presented at the annual meeting of the TESOL International Association, Atlanta, GA.