CLAUDET, J. G. Rethinking Instructional Improvement For Multilingual Learners: A Design-Based Approach to Addressing the Persistent Academic Learning Performance Gaps of Culturally and Linguistically Diverse Students in a High Diversity Metropolitan School District through Nurturing Secondary Teachers’ Biliteracy Instructional Teaming Capacities. Advances in Social Sciences and Management, [S. l.], v. 2, n. 7, p. 32–67, 2024. DOI: 10.63002/assm.27.539. Disponível em: https://hspublishing.org/ASSM/article/view/539. Acesso em: 4 apr. 2025.