Publications:

Peer reviewed articles and chapters:

Andrei, E., Purcell, T., & Jackson, D. (in press). Pillars for creating and developing retention and recruitment efforts of BIPOC teachers. Multicultural Learning and Teaching.

Salerno, A.S., & Andrei, E. (in press, 2024). Teachers' stories about Home Language Surveys: Improving ESL screening for multilingual learners. Second Language Teacher Education.

Kibler, A. K., Salerno, A. S., & Andrei, E. (2023). Moving beyond language dichotomies in the education of multilingual students: Recontextualizing teacher resistance. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2023.2218789

Andrei, E., & Abutaleb, K. (2023). Mystery solved: Who are TESOL faculty at US universities? Multicultural Learning and Teaching, 18(1), 55-77. https://doi.org/10.1515/mlt-2019-0010

Andrei, E. & Finch, T. (2022). Teaching newcomers English Learners: Visuals and realia in remote learning. Ubiquity:The Journal of Literature, Literacy, and the Arts, 9(1), 30-46.

Andrei, E. & Northrop, L. (2022). Online professional development resources for teachers of English learners: A state-by-state analysis. TESL-EJ, 26(3). https://doi.org/10.55593/ej.26103a11

Andrei, E., & Harper, R. (2022). Resources and materials used in an English language arts newcomer class for seniors in the US. In D. LaScotte, C. Mathieu, & S. David (Eds.), New perspective on materials mediation in language teaching and learning (pp. 205-227). Springer. https://doi.org/10.1007/978-3-030-98116-7

Kibler, A. K., Andrei, E, & Salerno, A. S. (2021). Attending to the interactional histories behind multilingual writers texts: New directions in TESOL teacher education. TESOL Quarterly. doi.org/10.1002/tesq.3045

Andrei, E., & Salerno, A. S. (2021). Dialoguing as transnational professional mothers: Our intersectional identities as transnationals, parents, and language teacher educators. In R. Jain, B. Yazan, & S. Canagaraja (Eds.), Transnational identities, pedagogies, and practices in English language teaching: Critical inquiries from diverse practitioners. (pp. 55-70). Multilingual Matters.

Andrei, E., & Reynolds, D. (2021). Who are TESOL professionals? A white paper. TESOL International Association. https://www.tesol.org/docs/default-source/papers-and-briefs/who-are-tesol-professionals-white-paper-05032021.pdf?sfvrsn=902af7dc_0

Salerno, A. S. & Andrei, E. (2021). Suntem profesori/ We are teachers: Self-exploration as a pathway to language teacher education. In N. Rudolph , A. F. Selvi , & B. Yazan (eds.), The complexity of identity and interaction in language education (pp. 154-170). Multilingual Matters.

Salerno, A. S., & Andrei, E. (2021). Inconsistencies in English learner identification: An inventory of how home language surveys across U.S. states screen multilingual students. AERA Open 7(1), 1-16. doi:10.1177/23328584211002212

Northrop, L., & Andrei, E. (2021). Vocabulary instruction for grades 3-8 English learners: An analysis of resources. TESOL Journal. doi:10.1002/tesj.529

Andrei, E., & Abutaleb, K. (2020). A portrait of faculty in TESOL programs in Ohio. The Ohio Journal of Teacher Education, 34(2), 49-57.

Andrei, E., Kibler, A., Salerno, A. S. (2020). No, Professor, that is not true: First attempts at introducing translanguaging to pre-service teachers. In Z. Tian, L. Aghai, P. Sayer, & J. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives. Educational linguistics, 45 (pp. 93-109). Springer. doi:10.1007/978-3-030-47031-9_5

Munger, M. H., & Andrei, E. (2020). The core work of educational leadership: Interview with Brian McNulty. In A. Howley, C. M. Faiella, S. D. Kroeger, & B. Hansen (Eds.), Inclusive education: A systematic perspective. IAP.

Ellerbe, E. & Andrei, E. (2019). Two beginning teacher educators' reflective practices: A collaborative self-study. The Ohio Journal of Teacher Education, 33(1), 5-19.

Banks, T., Andrei, E., Dohy, J. (2019). An inclusive educator licensure pathway to meet the educational needs of all students: Dual Residence Education Action Model (DREAM). Curriculum and Teaching Dialogue, 21(1 & 2), 21-35.

Andrei, E., & Buckley-Marudas, M. F. (2019). It does not need to be perfect! Two teacher educators quest to enhance online instruction with videos. Networks: An Online Journal for Teacher Research, 21(2), 1-8. doi: 10.4148/2470-6353.1298

Andrei, E., Ellerbe, M., & Kidd, B. (2019). What am I going to do? A veteran teachers journey of teaching writing to newcomer English language learners. TESOL Journal, 10:e413. doi:10.1002/tesj.413

Wiens, P. D., Andrei, E., Chou, A., Smith, A., & Anassour, B. (2019). Teacher training and teaching practice: The case of Nigers English as a foreign language teachers. IAFOR Journal of Language Learning, 4(1). doi:10.22492/ijll.4.1.05

Andrei, E., & Waber, Z. (2019). What do students like about their online TESOL courses? Ohio TESOL Journal, Winter/Spring 2019

Salerno, A., Andrei, E., & Kibler, A. (2019). Teachers misunderstandings about hybrid language use: Insights into teacher education. TESOL Journal. doi:10.1002/tesj.455

Shaw, D., & Andrei, E. (2019). Pre-service teachers metaphors of learning and teaching English as a second language. Multicultural Learning and Teaching. doi:10.1515/mlt-2018-0007

Andrei, E. (2019). Adolescent English learners use of digital technology in the classroom, The Educational Forum, 83:1, 102-120, doi: 10.1080/00131725.2018.1478474

Northrop, L., & Andrei, E. (2019). More than just word of the day: Vocabulary apps for English learners. The Reading Teacher, 72, 623-630. doi:10.1002/trtr.1773

Andrei, E., Kristall Day, K., & Jennifer Ottley, J. (2018). The state of educator preparation in Ohio: A call for inclusive models for teacher preparation. Deans Compact. Retrieved from https://www.ohiodeanscompact.org

Andrei, E. & Salerno, A. (2018). Collaborative practice in online TESOL methods courses. In Voices from the TESOL classroom: Participant inquiries in online and hybrid classes. Alexandria, VA: TESOL.

Weins, P., Andrei, E., Anassour, B., & Smith, A. (2018). Expanding circle: The case of Nigerian EFL teachers English, training and career satisfaction. TESL-EJ: Teaching English as a Second or Foreign Language, 22(2), 1-26.

Andrei, E. (2017). Teachers sharing new digital technology: Practices from the field. North Carolina Middle School Journal, 29(1). Retrieved from https://www.ncmlejournal.org/article/teachers-sharing-new-digital-technology-practices-from-the-field/

Andrei, E. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8, 409431. doi:10.1002/tesj.280

Kibler, A., Heny, N., & Andrei, E. (2016). In-service teachers perspectives on adolescent ELL writing instruction. TESOL Journal, 7, 350-392. doi:10.1002/tesj.211

Andrei, E. (2015). US pre-service teachers perception of their non-native English speaking instructor. TESL Reporter, 48(2), 18-31.

Andrei, E., Ellerbe, E., & Cherner, T. (2015). "The text opened my eyes": A book club on teaching writing to ELLs. TESL-EJ: Teaching English as a Second or Foreign Language, 19(3), 1-22.

Cherner, T., Ellerbe, M., & Andrei, E. (2015).  A rubric for revitalizing teacher reflection. Teacher Education Journal of South Carolina, 15(1), 39-56.

Andrei, E. (2014). Digital technology in three middle school English as a second language language arts classrooms. TESL Reporter, 47(1&2), 35-50.

Andrei, E. (2014). Multiliteracy in three English as a second language (ESL) middle school classrooms. Tapestry Journal, 6(1), 19-34.


Grants:

Andrei, E., Purcell, T., Jackson, D., & Wells, T. (2023-2025). Project HEART 2.0: Higher Education Advancement of Racially, Culturally, and Ethnically Minoritized Teachers¿ an expansion model. Ohio Deans Compact for Exceptional Children (funded - $ 199,982). Role: PI

Andrei, E., Banks, T., Jackson, D., & Gonzalez, J. (2021). Project ELEVATE: English Learner Education: reVAmping Action in Teacher Education. US Department of Education, National Professional Development Grant (funded - $2,979,295). Role: PI

Andrei, E., Jackson, D., & Purcell, T. (2021). Project HEART: Higher Education Advancement of Resident BIPOC Teachers ¿ a model for recruitment, retention, and supporting BIPOC Teachers. Ohio Deans Compact for Exceptional Children (funded - $298,087). Role: PI

Finch, T., & Andrei, E. (2020-2021). Teaching English learners: Use of visuals and realia in remote learning. Collaborative Action Research Grant 2020-2021, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Harper, R., & Andrei, E. (2020-2021). Teaching literacies to multilingual high school students in remote learning. Collaborative Action Research Grant 2020-2021, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Andrei, E. (2020). The landscape of digital technology use with adolescent English learners in US schools. Undergraduate Summer Research Award Program, Cleveland State University (funded - $3,822.00). Role: PI

Gabel, S., & Andrei, E. (2019-2020). Teaching word-learning strategies to sixth grade newcomers. Collaborative Action Research Grant 2019-2020, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Harper, R., & Andrei, E. (2019-2020). Improving dictionary skills of newcomer seniors. Collaborative Action Research Grant 2019-2020, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Andrei, E. (2019). A Portrait of TESOL/bilingual faculty in teacher education. Undergraduate Summer Research Award Program, Cleveland State University (funded - $3,000). Role: PI

Guardado, M., Nasca, N., & Andrei, E. (2018-2019). Improving spatial reasoning and forward thinking skills/ strategizing in math through the use of spatial reasoning games. Collaborative Action Research Grant 2018-2019, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Guerrero, R., & Andrei, E. (2017-2018). Accessing the English language through current events and global issues. Collaborative Action Research Grant 2017-2018, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Banks, T. I. & Andrei E. (2017-2019). Dual Resident Education Action Model: Project DREAM. Ohio Deans Compact on Exceptional Children (funded - $225,000). Role: Co-PI

Thomas, A., & Andrei, E. (2016-2017). Culturally responsive texts in a diverse urban ELA classroom. Collaborative Action Research Grant 2016-2017, Center for Urban Education, Cleveland State University (funded - $500). Role: Co-PI

Andrei, E. (2015). Types of texts ESL K-12 ESL teachers use in their classroom.  Professional Enhancement Grant, Coastal Carolina University (funded - $2,715). Role: PI

Andrei, E., & Ellerbe, M. (2013). Teaching second language writing to English language learners ELLs. Professional Enhancement Grant, Coastal Carolina University (funded - $2,120). Role: PI

Andrei, E., Cobb, J., Ellerbe, M., & Cherner, T. (2013). Online certificate: English for speakers of other languages. Coastal Office of Online Learning, Coastal Carolina University (funded - $12,000). Role: PI