Peer-reviewed articles

  1. Hildebrandt, S. A. (2020). Universal Design for Instruction: Inclusive teaching practices for the world language classroom. The Language Educator, 15(1), 31-35.

 

  1. Hildebrandt, S. A., & Swanson, P. B. (2019). The control, content, and consequences of edTPA: World language teacher educators’ perceptions. Foreign Language Annals, 52, 670-686.

 

  1. Hildebrandt, S. A., & Swanson, P. B. (2019). Re-examining teacher candidate performance on World Language edTPA as a consequential assessment. NECTFL Review, 84, 15-33.

 

  1. Hildebrandt, S. A. (2018). Consequential world language edTPA: Outcomes, successes, and challenges. Gauisus, 6. Available from https://gauisus.weebly.com/hildebrandt-volume6.html

 

  1. Kearney, E., Hildebrandt, S. A., & Swanson, P. (2018). Bringing the teacher shortage in world language education into focus. The Language Educator, 13(3), 23-28.

 

  1. Swanson, P., & Hildebrandt, S. A. (2017). Communicative learning outcomes and world language edTPA: Characteristics of high-scoring portfolios. Hispania, 100, 331-347.

 

  1. Hlas, A. C., Conroy, K., & Hildebrandt, S. A. (2017). Student teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34, 336-354.

 

  1. Hildebrandt, S. A., & Swanson, P. B. (2014). World language teacher candidate performance on edTPA: An exploratory study. Foreign Language Annals, 47, 576-591.

 

  1. Hildebrandt, S. A. (2014). Mutually beneficial service learning: Language teacher candidates in a local community center. Dimension 2014, 111-123. Available from http://www.scolt.org/images/PDFs/dimension/Dimension2014_FINAL.pdf

 

  1. Hildebrandt, S. A., Hlas, A., & Conroy, K. (2013). Interpreting highly qualified: Views of world language teacher education from three states. NECTFL Review, 72, 15-44.

 

  1. Hildebrandt, S. A., & Hlas, A. C. (2013). Assessing the effectiveness of new teachers with edTPA. The Language Educator, 8(3), 50-51.

 

  1. Hildebrandt, S. A., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching and Teacher Education, 27, 416-423.

 

  1. Hildebrandt, S. A., & Eom, M. (2011). Foreign language teacher motivations for professionalization. The Journal of Language Teaching and Learning, 1, 39-53.

 

  1. Hlas, A. C., & Hildebrandt, S. A. (2010). Demonstrations of pedagogical content knowledge: Spanish liberal arts and Spanish education majors’ writing. L2 Journal, 2, 1-22.

 

  1. Hildebrandt, S. A. (2008). Spanish teachers’ resource use while attempting National Board certification. Hispania, 91, 59-72.