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(Ed.), Class, race, & gender in American education (106-125). Albany, NY: State University of New York Press. Puttick, G.M, Bodwell, M.B., & Wright, T.M. (2000). Teaching and learning science and mathematics in diverse classrooms: A resource for collaboration and discussion. Providence, RI: The LAB and Brown University, Cheche Konnen Center, TERC. Sutman, F.X., Guzman, A.C., & Schwartz, W. (1987). Teaching science effectively to limited English Proficient students. ERIC Clearinghouse on Urban Education Digest. Retrieved from http://www.eric-web.tc.columbia.edu/digests/dig87.htm. Sutman, F., Allen, V.F., & Shoemaker, F. (1986). Learning English through science: A guide to collaboration for science teachers, English teachers, and teachers of English as a second language. Washington D.C.: National Science Teachers Association. Austin, T., & Fraser-Abder, P. (1995). Mentoring mathematics and science preservice teachers for urban bilingual classrooms. Education and Urban Society, 28(1), 67-89. Jarrett, D. (1999). The inclusive classroom: Teaching mathematics and science to English language learners. Retrieved from http://nwrel.org/msec/just_good/8/index.html. Northwest Regional Educational Laboratory, (1999). Teaching mathematics and science to English language learners. Retrieved from http://www.nwrel.org/msec/just_good/8/index.html Oakes, J. (1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In Weis, L. (Ed.), Class, race, & gender in American education, 106-125. Albany, NY: State University of New York Press. Carr, J., Sexton, U., & Lagunoff, R. (2007). Making science accessible to English learners. San Francisco: WestEd. Fathman, A.,& Crowther, D. (2006). Science for English language learners: K-12 classroom strategies. Arlington, VA: NSTA Press. Maatta, D., Dobb, F., & Ostlund, K. (2006). Strategies for teaching science to English learners. In Fathman, A.K. & Crowther, D.T. (Eds.), Science for English Language Learners: K-12 Classroom Strategies. Arlington, VA: NSTA Press. Amaral, O., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26 (2), 213-239. http://brj.asu.edu/content/vol26_no2/pdf/ART2.PDF Arkoudis, S. (2003). Teaching English as a Second Language in Science Classes: Incommensurate Epistemologies? Language and Education, 161-173. Bailey, A.A., Butler, F.A., LaFramenta, C. & Ong, C. (2004). Toward the characterization of academic language in upper elementary science classrooms. CSE Report 621. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Munoz, M. (1996, February). Language diversity and science: Science for limited English proficiency students. The Science Teacher, 63(2), 24-27 Buck, G. (2000, November/December). 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