Department of Educational Policy & Leadership
Office: 113G Schroeder ComplexPhone: (414) 288-5716
francesca.lopez@marquette.edu
Francesca López, Ph.D.
Assistant Professor
Degrees Held
- Ph.D., University of Arizona
- M.A., University of Texas at El Paso
- B.A., Our Lady of the Lake University
Research Interests
- Evaluation of educational reform efforts
- Assessment of learning outcomes
- English language learners
- Social contexts of motivation
Courses Taught
- Psychology of Human Development: Children & Adolescents in a Diverse Society
- Advanced Inquiry Methods
Recent Funding/Publications/Presentations
2010-2012 Principal Investigator. English language learners and state implementation of language acquisition policies: Achievement in reading, math, and science. American Educational Research Association Research Grants (2 years/ $35,000)
2010-2012 Principal Investigator. The developmental trajectory of ethnic identity among Hispanic Youth. Marquette Summer Faculty Fellowship Program ($5,500)
2010-2012 Co-Principal Investigator with Brenda Gorman. Teaching Practices and the Development of Language and Literacy: Validation of Two Observation Protocols in Head Start Classrooms. Marquette Regular Research Grant Program ($10,000)
2009-2011 Principal Investigator. The influence of instructional and emotional support on the effectiveness of language acquisition methods for English language learners. American Psychological Association, Division 15 Early Career Grant ($7,500)
2008-2009 Principal Investigator. English Language Learners and State Implementation of Language Acquisition Policies. Marquette Summer Faculty Fellowship and Regular Research Grant Program ($8,000)
In Press
López, F. (in press). Moderators of language acquisition models and reading achievement for English language learners: The role of emotional warmth and instructional support. Teachers College Record, 114 (8).
López, F., & McEneaney, E. (in press). English language learners and state language acquisition policies. Educational Policy.
Scanlan, M., & López, F. (in press). English language learners: The history and practice of bilingual students of many languages. In C. Capper (Ed.), AERA Division A Handbook of Research on Educational Leadership for Diversity and Equity Section III: Understanding and Working Successfully with the Rich Language, Cultural, Social Class, Ability, Gender, and Sexual Orientation Diversity in U.S. Schools.
López, F. (in press). Latino teens and issues of identity. In F. de Ortego y Gasca, M. Manzanarez, G. B.Ortego, A. Neves, & J. J. Wilson (Eds.), Greenwood Encyclopedia of Latino Issues Today. Greenwood Publishing Group.
2011
López, F., & Thompson, S. (2011). The relationship among measures of written expression using curriculum-based measurement and the Arizona Instrument to Measure Skills at the middle school level. Reading & Writing Quarterly, 27, 129-152.
López, F. (2011). Generalizability of classroom dynamics as predictors of achievement in upper elementary grades. Hispanic Journal of Behavioral Sciences.
López, F., Thompson, S., & Walker-Dalhouse, D. (in press, 2011). Examining the trajectory of differentially-skilled first graders’ reading fluency of words in isolation and in context. Reading & Writing Quarterly.
López, F., Olson, A., & Bansal, N. (2011). A simulation study to test the error amelioration of using moving averages to smooth non-normal distributions. Journal of Psychoeducational Assessment, 29, 171-183.
2010
López, F. (2010). Identity and motivation among English language learners in disparate educational contexts. Education Policy Analysis Archives, 18. Available at http://epaa.asu.edu/ojs/article/view/717
2009
López, F. (2009). Development considerations and acculturation of children: Measures and issues. Hispanic Journal of Behavioral Sciences, 31, 57-72.
2008
López, F. A., & Good, T. L. (2008). The informal curriculum. In T. L. Good (Ed.) 21st Century Education: A Reference Handbook. Thousand Oaks, CA: Sage.
2007
Bauman, S., Steiner, R., & López, F. (2007). Graphical features of print questionnaires: Effect on responses of middle school students. Journal of School Counseling, 5.
2011
López, F. (August, 2011). The relationship between instructional and emotional support and the effectiveness of language acquisition methods for English language learners. Paper presented at the 2011 Annual Meetings of the American Psychological Association, Washington, D.C.
Wiley, C. R. H., & López, F. (August, 2011). Does the relationship between achievement and student-and teacher-level characteristics look different depending on the score metric? Paper presented at the 2011 Annual Meetings of the American Psychological Association, Washington, D.C.
Scanlan, M., & López, F. (April, 2011). School leadership promoting equity and excellence for bilingual students. Paper presented at the 2011 Annual Meetings of the American Educational Research Association. New Orleans, LA.
Kim, Y., López, F., Engel, R. J., & Koeske, G. (January, 2011). The impact of biculturalism and discrimination on perceptions of scholastic competence among immigrant Latino youth. Paper presented at the Annual Meetings of the Society for Social Work and Research, Tampa, FL.
2010
Scanlan, M., & López, F. (October, 2010). School leadership promoting equity and excellence for bilingual students. Paper presented at the Annual Meetings of the University Council for Educational Administration, New Orleans, LA.
McEneaney, E., López, F., & Nieswandt, M. (June, 2010). Language Acquisition Models as Bridges into School Science: Effects on Science Achievement of U.S. Hispanic English Language Learners. Paper presented at the annual meetings of the World Conference on Science and Technology Education, Tartu, Estonia.
López, F., & McEneaney, E. (May, 2010). English Language Learners and Interpretations of State and Federal Assessments: Disparate Educational Reform. Paper presented at the 2010 annual meetings of the American Educational Research Association, Denver, CO.
McEneaney, E., López, F., & Nieswandt, M. (June, 2010). Language Acquisition Models as Bridges into School Science: Effects on Science Achievement of U.S. Hispanic English Language Learners. Paper presented at the annual meetings of the World Conference on Science and Technology Education, Tartu, Estonia.
2009
López, F., & Wiley, C. (August, 2009). External Validity Threats and Predictors of Scholastic Competence Among English Language Learners. Paper prepared for the Annual Meetings of the American Psychological Association, Toronto, Canada.
2008
López, F. (August, 2008). "Educational policy and English language learner performance: NAEP and state assessments." Paper presented at the Annual Meetings of the American Psychological Association, Boston, MA.
López, F. (March, 2008). "Acculturation and perceived scholastic competence." Paper presented at the Annual Meetings of the American Educational Research Association, New York, NY.
López, F., & Thompson, S. (February, 2008). "Accuracy of teacher judgment: Writing CBM and state-mandated assessment." Paper presented at the Annual Meetings of the National Association of School Psychologists, New Orleans, LA.
Thompson, S., & López, F. (February, 2008). "Universal screening: Oral reading fluency versus word identification fluency." Paper presented at the Annual Meetings of the National Association of School Psychologists, New Orleans, LA.
2006
López, F., & Thompson, S. (2006, October). "The relationship of CBM writing data and AIMS writing scores at the middle school level." Paper presented at the annual meetings of the Arizona Educational Research Organization, Phoenix, AZ.
2005
López, F., & Johnson, S. W. (2005, November). "Childhood teasing and adult self-concept." Paper presented at the annual meeting of the Texas Counseling Association, El Paso, TX.
