The following publications (peer-reviewed journal articles, books, and book chapters) are grouped thematically in three principle areas of my research:  (1) Supporting teachers and teaching of English language learners, (2) Utilizing Video for Teacher Learning; and (3)Targeting supervision in teacher development.

Supporting Teachers and Teaching of English Language Learners 

Blumenreich, M., Baecher, L., Epstein, S. & Horwitz, J. (2018). Preparing and supporting new teachers during the Trump era. The New Educator, 14(1), 1-4, Special Issue Editorial.

Baecher, L., Artigliere, M., & Bruno, T.  (2017). Leveraging the demands of edTPA to foster language instruction for English learners in content classrooms. Journal of Educational Research and Practice, 7(1), 111-124.

Baecher, L. & Bell, A. (2017).  Opportunity to teach: Push in and pull out models of English learner instruction. Journal of Education and Culture Studies, 1(1), 53-68.

Baecher, L., Knoll, M. & Patti, J. (2016). Targeted observation of ELL instruction as a tool in the preparation of school leaders. International Multilingual Research Journal, 10(3), 201-216.

Baecher, L. & Jewkes, A. (2014). TESOL and Early Childhood collaborative inquiry: Joining forces and crossing boundaries. Journal of Early Childhood Teacher Education, 35(1), 39-53.

Baecher, L., Farnsworth, T. & Ediger, A. (2014). Teachers’ challenges in planning language objectives in content-based ESL instruction.  Language Teaching Research, 18(1), 118-136.

Baecher, L., Knoll, M. & Patti, J.  (2013). Addressing English language learners in the school leadership curriculum: Mapping the terrain.  Journal of Research on Leadership Education, 8(3), 280-303.

Lindahl, K., Baecher, L., & Tomas, Z. (2013). Teacher language awareness in content-based activity design. Journal of Immersion and Content-Based Language, 1(2), 198-225.

Baecher, L., Schieble, M., Rosalia, C., & Rorimer, S. (2013). Blogging for academic purposes with English language learners: An online fieldwork initiative. Contemporary Issues in Technology and Teacher Education, 13(1). Available at: http://www.citejournal.org/vol13/iss1/languagearts/article1.cfm

Baecher, L. (2012). Integrating clinical experiences in a TESOL teacher education program: Curriculum mapping as process. TESOL Journal, 3(4), 537–551.

Baecher, L. (2012).  Examining the place of English language learners within the teacher education curriculum.  Journal of Curriculum and Teaching, 1(2), 8-20.

Baecher, L.  (2012). Feedback from the field: What novice PreK-12 ESL teachers want to tell TESOL teacher educators.  TESOL Quarterly, Special Issue on Novice Professionals in TESOL, 46(3), 578-588.

Bell, A. & Baecher, L. (2012).  Points on a continuum:  ESL teachers reporting on collaboration. TESOL Journal, Special Issue on Teacher Collaboration in TESOL, 3(3), 488-515.

Baecher, L.  (2012). Pathways to teacher leadership among English as a second language teachers:  Professional development by and for emerging teacher leaders.  Professional Development in Education, 38(2), 317-330.

Baecher, L., Artigliere, M, Patterson, D. & Spatzer, A.  (2012). Differentiated instruction as “Variation on a Theme”:  English language learners in the middle school.  Middle School Journal, 43(3), 14-21.

Baecher, L.  (2011). Differentiated instruction for English language learners:  Strategies for the secondary English teacher.  Wisconsin English Journal: Special Issue on English Language Learners, 53(2), 64-73.

Baecher, L. & Bell, A.  (2011).  A “Continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1), 56-61.

Utilizing Video for Teacher Learning:

Baecher, L., Kung, S.K., Ward, S., & Kern, K. (2018). Facilitating video analysis for teacher development: A systematic review of the research. Journal of Technology and Teacher Education, 26(2), 185-216.

Baecher, L., & Connor, D. (2016). Video as a tool in teacher learning. The New Educator, 12(1), 1-4, Special Issue Editorial.

Baecher, L. & Kung, S.C. (2014). Collaborative video inquiry as teacher educator professional development.  Issues in Teacher Education, 22(2), 93-115.

Mercado, L. & Baecher, L. (2014). Video-based self-observation as a component of developmental teacher evaluation. Global Education Review, 1(3), 63-77.

Baecher, L., Kung, S.C., Jewkes, A. & Rosalia, C.  (2013). The role of video for self-evaluation in early field experiences.  Teaching and Teacher Education, 36, 189-197.

Trief, E., Lengel, J., & Baecher, L.  (2013). A national video library for teacher preparation in visual impairment and blindness.  Journal of Visual Impairment and Blindness, 107(1), 55-59.

Baecher, L., Rorimer, S., & Smith, L.  (2012).  Video-mediated teacher collaborative inquiry: Focus on English language learners.  The High School Journal, 95(3), 49-61.

Baecher, L. (2011). Collaborative video inquiry in MA TESOL coursework: “Working together to improve ourselves”.  English Language Teacher Education and Development (ELTED) Journal, 14, 1-7.

Baecher, L. & Kung, S.C.  (2011). Jumpstarting novice teachers’ ability to analyze classroom video:  Affordances of an online workshop.  Journal of Digital Learning in Teacher Education, 28(1), 16-26.

Baecher, L. (2011).  Structured investigations of practice:  Video analysis of teaching in an MA TESOL program.  Contemporary Issues in Education, 2(1), 7-21.

Baecher, L. & Tuten, J.  (2011). Directed peer response in differentiated approaches to the video analysis of teaching.  Excelsior: Leadership in Learning and Teaching, 5(2), 30-43.

Baecher, L. & Kung, S.C.  (2011). The online “supplemental” workshop: Course enrichment to support novice teachers’ analysis of classroom video.  Journal of Online Learning and Teaching, 7(1), 108-116.

Baecher, L. & Connor, D.  (2010).  “What do you see?”  Using video analysis of classroom practice in a preparation program for teachers of students with learning disabilities.  Insights on Learning Disabilities, 7(2), 5-18.

Targeting Supervision in Clinical Teacher Education:

Baecher, L. & Beaumont, J. (2017). Supervisor reflection for teacher education: Video-based inquiry as model. The European Journal of Applied Linguistics, 6(2), 65-84. Special Issue on Reflective Practice in ESOL Education.

Artigliere, M. & Baecher, L. (2016). Complexity in coaching:  A self-study of roles and relationships. International Journal of Evidence Based Coaching and Mentoring, 14(2), 66-86.

Lindahl, K., & Baecher, L. (2016). Teacher language awareness in supervisory feedback cycles. ELT Journal, 70(1), 28-38.

Baecher, L. & McCormack, B. (2015). The impact of video review on supervisory conferencing. Language and Education, 29(2), 153-173.

Baecher, L, McCormack, B., & Kung, S.C. (2014). Supervisor use of video as a tool in teacher reflection. TESL-EJ, Special Issue on Teacher Reflection, 18(3). Available at: http://www.tesl-ej.org/wordpress/issues/volume18/ej71/ej71a5/

Baecher, L. & Dang, B.T.  (2011). Supervision of instruction in English as a Foreign Language- A Vietnamese perspective. TESOL Journal Philippines. Special Issue on Globalization and Asia, 5, 3-20.

Baecher, L. & Graves, S.B. (2011).  Curriculum mapping to integrate clinical experiences in teacher education.  Journal of Theory and Practice in Education, 7(2), 247-258.