Research

Publications in Peer‑Reviewed Journals

  1. Levine, S., Hsieh, H., Southerton, E., & Silverman, R. (2023). “How High School Students Used Speech-to-Text as a Composition Tool.”Computers and Composition, 68, 102775.
  2. Silverman, R., Keane, K., Hsieh, H., Southerton, E., Scott, R., & Brunskill, E. (2023). “Texting and tutoring: Short-term K-3 reading interventions during the pandemic.”The Journal of Educational Research, 1-14.
  3. Hsieh, H., Wiles, S., & Solano-Flores, G. (2022). “How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations.”International Multilingual Research Journal, 17(2), 87-106.
  4. Biernacki, P. J., Altavilla, J., Kanopka, K., Hsieh, H., & Solano-Flores, G. (2022). “Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation.”International Multilingual Research Journal, 17(2), 122-138.
  5. Rutherford-Quach, S., Kuo, A., & Hsieh, H. (2018). “Understanding their language: Online professional development for teachers of ELLs.”American Educator, 42(3), 27.

Research Activities

  1. “Evaluating the Efficacy of the CLAVES Intervention: An Intervention Focused on Comprehension, Academic Language, and Vocabulary for English Learner Students.” PIs: Rebecca Silverman, Patrick Proctor, and Jeffrey Harring. Sponsored by the Institute of Education Sciences (IES), 2021-
  2. “Disentangling the Complexities of Developing English, Learning English Language Arts, and Learning in English when English is a Second Language: A Study of Instructional Strategies Intended to Support English Learners’ English Proficiency, English Literacy, and Academic Success.” PI: Guillermo Solano-Flores. Sponsored by the Stanford-Sequoia K-12 Research Collaborative, 2023-
  3. “Examining Diagnostic Practices and Disseminating Knowledge on Course-Taking Paths in Support of English Learners.” PI: Guillermo Solano-Flores. Sponsored by the Stanford-Sequoia K-12 Research Collaborative, 2022-2023
  4. “Ravenswood Reads.” PIs: Rebecca Silverman, Emma Brunskill, and Renee Scott. Partnered with Stanford’s Haas Center for Public Service with the Graduate School of Education and the Ravenswood City School District, 2022-
  5. “Trans-Semiosis and Fairness in the Design of Testing Accommodations/Accessibility Resources for Students with Special Needs.” PIs: Guillermo Solano-Flores and Ramon Martinez. Sponsored by Stanford Transforming Learning Accelerator, 2021-2022
  6. “The Tri-District Partnership: Supporting Policy and Practice for Long-Term English Learner Instruction & Assessment.” PIs: Guillermo Solano-Flores and Ramon Martinez. Sponsored by the Stanford-Sequoia K-12 Research Collaborative, 2019-2022
  7. “Semiotic Analysis of Test Items (SATI).” PI: Guillermo Solano-Flores. Collaborated with the Center for Interdisciplinary Digital Research (CIDR) at Stanford Libraries, 2020-2021
  8. “Exploring Writing and Technology Across Grade Levels.” PIs: Sarah Levine and Rebecca Silverman. Sponsored by Technology for Equity in Learning Opportunities (TELOS) at Stanford University, 2019-2020
  9. “Probing with LogoSearch: Research on Equity and Fairness in Linguistically Diverse Classrooms.” PI: Hsiaolin Hsieh. Sponsored by Technology for Equity in Learning Opportunities (TELOS) at Stanford University, 2018-2019
  10. “Development of a Searchable Repository of Language-Based Interactions: A Tool for Research on Equity and Fairness in Linguistically Diverse Classrooms.” PI: Guillermo Solano-Flores, Sponsored by Technology for Equity in Learning Opportunities (TELOS) at Stanford University, 2016-2017