Borrero, N. E., Lee, D. S., & Padilla, A. P. (in press).
Developing a culture of resilience for low-income immigrant youth.
The Urban Review.
Yeh, C. J. & Borrero, N. E. (2012). Social, ecological, and
multicultural issues related to students' spirituality,
Counseling and Spirituality, 31(2), 37-56.
Borrero, N. E., Conner, J. & Mejia, A. (2012). Promoting
social justice through service-learning in urban teacher education:
The role of student voice. Partnerships: A Journal of
Service-Learning and Civic Engagement, 30(1), 1-24.
Borrero, N. E. (2011). Shared success: Voices of
first-generation college-bound Latino/as. Multicultural
Education, 18(4), 24-30.
Borrero, N. E. (2011). Entering teaching for and with love:
Visions of pre-service urban teachers. Journal of Urban
Learning, Teaching, and Research, 7, 18-26.
Borrero, N. E. (2011). Nurturing students' strengths:
The impact of a school-based student interpreter program on
Latino/a students' reading comprehension and English
language development. Urban Education, 46(4), 663-688.
Borrero, N. E., & Yeh, C. J. (2011). The multidimensionality
of ethnic identity among urban high school youth. Identity: An
International Journal of Theory and Research, 11(2),
Yeh, C. J., Borrero, N. E., & Shea, M. (2011). Spirituality
as a cultural asset for culturally diverse youth in urban schools.
Counseling and Values, 55(2), 185-198.
Borrero, N. E. (2010). Urban school connections: A
university-K-8 partnership. Catholic Education: A Journal of
Inquiry and Practice, 14(1), 47-66.
Borrero, N. E. (2010). Teaching and teacher education for social
justice: A focus on cultural assets. Teacher Education and
Practice, 23(4), 471-474.
Borrero, N. E., & Yeh, C. J. (2010). Ecological language
learning among ethnic minority youth. Educational Researcher,
Borrero, N. E., Yeh, C. J., Tito, P., & Luavasa, M. (2010).
Alone and in between cultural and academic worlds: Voices of Samoan
students. Journal of Education, 190(3), 47-55.
Borrero, N. E., Yeh, C. J., Cruz, I., & Suda, J. (2010).
School as a context for "othering" youth and promoting cultural
assets. Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=16246.
Borrero, N. E. (2009). The real importance of student data:
Urban teachers using data to drive their instruction.
Curriculum and Teaching, 24(1), 5-14.
Borrero, N. E. (2009). Preparing new teachers for urban
teaching: Creating a community dedicated to social justice.
Multicultural Perspectives, 11(4), 221-226.
Borrero, N. E. (2009). Top-notch supports for language learners:
Young interpreters. Educational Leadership, 66(7),
Borrero, N. E., Oh, K., & Thomas, C. (2009). Does service
count for tenure? Finding meaningful service in a graduate school
of education. Conversations on Jesuit Higher Education,
Borrero, N. E. (2008). What students see, hear, and do: Language
as an asset at the Bay School. English Leadership Quarterly,
Borrero, N. E., & Bird, S. L. (2008). An asset approach to
English language learners in U.S. classrooms: Literacy strategies
for new teachers. Education and Society, 26(2), 85-92.
Borrero, N. E. (2007). Promoting cultural and linguistic
diversity in American public schools: Fostering the assets of
bilingual adolescents. The International Journal of Diversity
in Organizations, Communities, and Nations.
Borrero, N. E., & Bird, S. L. (2009). Closing the
achievement gap: How to pinpoint student strengths to differentiate
instruction and help your striving reader succeed. New York: