Celeste C Bates

Biographic Data

ID6357210
NAMECeleste C Bates
GIVEN NAMESCeleste C
FAMILY NAMEBates
SIGNATUREBATES C C
AFFILIATIONSClemson University
ORCID0000-0001-6715-8775
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS2
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Multidimensional and Burgeoning Leadership: Literacy and Multilingualism

    Open AccessEmily Howell, Hazel Vega et al.ARTICLEEducation Sciences2026

    This design-based research study worked with 25 teachers with specialized early literacy training. Researchers investigated the impact of professional development advancing their multilingual learner (ML), literacy, and leadership capacity, addressing gaps in the research merging the fields of literacy, multilingual instruction, and leadership. Spanning two years of both qualitative and quantitative data collection and analysis including teacher,…

  • From deficit to wealth: Amplifying voices and cultural capital of Latiné families to support multilingual learner education

    Hazel Vega, Katie M Crook et al.ARTICLELanguage and Education2026

    Seeking to amplify families’ voices, this study reports on focus groups with Latiné parents of multilingual students (MLs). We draw from two theories: the dual capacity-building framework, which conceptualizes family engagement as a relational and culturally sustaining partnership, and the community cultural wealth theory, which highlights unrecognized forms of capital marginalized populations bring to education. This design-based research (DBR) …

  • Evolution of teachers’ perspectives on family engagement: Building dual capacity for multilingual learners

    Hazel Vega, Emily Howell et al.ARTICLEBilingual Research Journal2025References: 6

    Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of m…

  • The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge

    Open AccessLindsey W Rowe, Sarah Jerasa et al.ARTICLEReading Research Quarterly2025References: 43

    The Science of Reading (SOR) has become a public discourse with educational stakeholders, impacting legislative policy, reading content, curricula, and pedagogy across schools. Public engagement in this movement has transpired on social media, including TikTok, where viral content often promotes narrow or binary viewpoints through an authoritative discourse. Using a digital ethnography and walkthrough method, we collected and examined 156 TikTok …

  • Reaching teachers of early multilingual learners through professional development: A systematic literature review

    Hazel Vega, Emily Howell et al.ARTICLEJournal of Multilingual and…2024Cited by: 2References: 5

    This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the f…