Hartman, C.E.., Callahan, R.M.. & Yu, H.. (2021). Optimizing intent to transfer: Engagement and community college English learners. .. Research in Higher Education. https://link.springer.com/article/10.1007/s11162-020-09619-3. doi:10.1007/s11162-020-09619-3.
Umansky, I., Callahan, R.M.. & Lee, J.C.. (2020). Making the invisible visible: Identifying and interrogating ethnic differences in English learner reclassification. American Journal of Education, 126(3), 335–388. https://doi.org/10.1086/708250. doi:10.1086/708250.
Callahan, R.M.., Gautsch, L.., Hopkins, M.B.. & Unda, M.. (2020). Equity and state immigrant inclusivity: English learner education in ESSA. Educational Policy. https://doi.org/10.1177/0895904820925819. doi:10.1177/0895904820925819.
Callahan, R.M.., Humphries, M.. & Buontempo, J.. (2020). Making meaning, doing Math: High school English learners, student-led discussion, and Math tracking.. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2020.1778957. doi:10.1080/19313152.2020.1778957.
DeMatthews, D.., Knight, D.., Reyes, P.., Benedict, A.. & Callahan, R.M.. (2020). From the field: Educational research during a pandemic. Educational Researcher, 49(6), 398–402. https://doi.org/10.3102/0013189X20938761. doi:doi.org/10.3102/0013189X20938761.
Callahan, R.M.., DeMatthews, D.E.. & Reyes, P.. (2019). The impact of Brown on EL students: Addressing linguistic and educational rights through school leadership practice and preparation. Journal of Research in Leadership Education, 14(4), 281–307. https://doi.org/10.1177/1942775119878464. doi:10.1177/1942775119878464.
Callahan, R.M.. (2018). Immigrants and their Children Can Save our Democracy and Revive our Country: They Always Have. https://thehill.com/opinion/immigration/413816-immigrants-and-their-children-can-save-our-democracy-and-revive-our.
Callahan, R.M.. (2018). K-12 English Learners Science and Math Education: A Question of Curricular Equity. http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_189136.pdf.
Callahan,, R.M.. & Hopkins, M.B.. (2017). Using ESSA to improve secondary English learners opportunities to learn through course taking. Journal of School Leadership, 27(5), 756–767. (View)
Callahan, R. & Shrifrer, D. (2016). Equitable access for secondary English learner students: Course taking as evidence of EL program effectiveness. Educational Administration Quarterly, 52(3), 463–496. http://eaq.sagepub.com/content/52/3/463. doi:10.1177/0013161X16648190.
Callahan, R. & Humphries, M. (2016). Undermatched? School-based linguistic status, college-going, and the immigrant advantage. American Educational Research Journal, 53(2), 263–295. http://aer.sagepub.com/content/53/2/263. doi:10.3102/0002831215627857..
Callahan, R. & Obenchain, K. (2016). Garnering civic hope: Social studies, expectations, and the lost civic potential of immigrant youth.. Theory and Research in Social Education, 44(1), 36–71. http://www.tandfonline.com/doi/abs/10.1080/00933104.2015.1133358. doi:http://dx.doi.org/10.1080/00933104.2015.1133358.
Callahan, R.M.. (2015). Know More than One Language?: Don't GIve It Up!. https://theconversation.com/know-more-than-one-language-dont-give-it-up-37573.
Callahan, R. & Gándara, P. (2014). The Bilingual Advantage: Language, Literacy, and the U.S. Labor Market. Multilingual Matters:. Clevedon, U.K. (View)
Callahan, R., Shifrer, D. & Muller, C. (2013). Equity or marginalization? The high school course-taking of students labeled with a learning disability. American Educational Research Journal, 50(4), 656–682. http://aer.sagepub.com/content/50/4/656. doi:10.3102/0002831213479439.
Callahan, R. & Obenchain, K. (2013). Bridging worlds in the social studies classroom: Teachers practices and Latino immigrant youths civic and political development. Sociological Studies of Children and Youth, 16, 97–123. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4215544/. doi:10.1108/S1537-4661(2013)0000016009.
Callahan, R. & Muller, C. (2013). Coming of Political Age: American Schools and the Civic Development of Immigrant Youth. New York: Russell Sage Foundation. (View)
Callahan, R. & Obenchain, K. (2012). Finding a civic voice: Latino immigrant youths' experiences in high school social studies. The Higher School Journal, 96(1), 20–32. (View)
Shifrer, D., Muller, C. & Callahan, R. (2011). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language., 246-257.. Journal of Learning Disabilities, 44(3), 246–257. http://ldx.sagepub.com/content/44/3/246.short. doi:10.1177/0022219410374236.
Callahan, R., Muller, C. & Schiller, K. (2010). Preparing the next generation for electoral engagement: Social studies and the school context. American Journal of Education, 116(4), 525–556. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4244818/. doi:10.1086/653627.
Shifrer, D. & Callahan, R. (2010). Shifrer, D., & Callahan, R.M. (2010). Technology and communications coursework: Facilitating the progression of students with learning disabilities through high school science and math coursework.. Journal of Special Education Technology, 25(3), 65–77. http://jst.sagepub.com/content/25/3/65.short. doi:10.1177/016264341002500307.
Callahan, R., Wilkinson, L. & Muller, C. (2010). Academic achievement and course taking in U.S. schools: Effects of ESL placement among language minority students. Educational Evaluation and Policy Analysis, 32(1), 84–117. http://epa.sagepub.com/content/32/1/84.short. doi:10.3102/0162373709359805.
Callahan, R. (2009). Latino college-going: Adolescent boys' language use and girls' social integration. Bilingual Research Journal, 31(1-2), 175–200. (View)
Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305–328.
Fiza Mairaj, Ph.D., expected 2022 (Supervisor)
Stephanie Asper, M.Ed., expected 2021 (Supervisor)
Research interests include K-12 student mental health, suicide prevention, and other policies that impact student wellness supports.
Edgar Manuel Torres (Supervisor)
Jennifer J Kaszuba (Committee Member)
Currently researching Texas, district level programs and practices and how they correlate with the success of English learners in secondary science using qualitative comparative analysis.
Also interested in researching effective professional development models to improve teacher content knowledge and pedagogical practices.
Angeles DeSantos-Quezada (Supervisor)