Doris Warriner

Professor

Professor, Teachers College, Mary Lou Fulton (MLFTC)
Professor, CLAS-H: English

Source: Scopus
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Personal profile

Education/Academic qualification

PHD, University of Pennsylvania

… → 2003

MS, University of Pennsylvania

… → 1999

BA, Dickinson College

… → 1991

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350 Citations
8 h-Index
9 Article
4 Chapter
1 Editorial
1 Review article

Valuing the resources and experiences of refugee-background learners: A principled approach to teaching and learning Academic Language
Warriner, D. S., Fredricks, D. E. & Duran, C. S., Jan 1 2019, (Accepted/In press) In: Theory Into Practice.
Research output: Contribution to journal › Article › peer-review
1 Scopus citations
Theorizing the spatial dimensions and pedagogical implications of transnationalism
Warriner, D., Jan 1 2017, In: Curriculum Inquiry. 47, 1, p. 50-61 12 p.
Research output: Contribution to journal › Article › peer-review
4 Scopus citations
“We speak English in here and English only!”: Teacher and ELL youth perspectives on restrictive language education
Fredricks, D. E. & Warriner, D., Dec 6 2016, In: Bilingual Research Journal. 39, 3-4, p. 309-323 15 p.
Research output: Contribution to journal › Article › peer-review
9 Scopus citations
‘Talk English’ refugee youth and policy shaping in restrictive language contexts
Fredricks, D. E. & Warriner, D., Jan 1 2015, Refugee Resettlement in the United States: Language, Policy, Pedagogy. Channel View Publications, p. 135-151 17 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter

2 Scopus citations
Experiences of Simultaneity in Complex Linguistic Ecologies: Implications for Theory, Method, and Practice
Warriner, D. & Wyman, L. T., Jan 1 2013, In: International Multilingual Research Journal. 7, 1, p. 1-14 14 p.
Research output: Contribution to journal › Article › peer-review
11 Scopus citations

1 Finished

Proposal for Research Study: Evaluating the Refugee School Impact Grant
Warriner, D.
Arizona Department of Economic Security
1/1/10 → 8/31/10
Project: Research project

Education/Academic qualification

Valuing the resources and experiences of refugee-background learners: A principled approach to teaching and learning Academic Language

Theorizing the spatial dimensions and pedagogical implications of transnationalism

“We speak English in here and English only!”: Teacher and ELL youth perspectives on restrictive language education

‘Talk English’ refugee youth and policy shaping in restrictive language contexts

Experiences of Simultaneity in Complex Linguistic Ecologies: Implications for Theory, Method, and Practice

Proposal for Research Study: Evaluating the Refugee School Impact Grant