Research & Publications

Peterson, M., Bleasdale, J., & Nidich, S. (2026). Effect of Transcendental Meditation on the Social Emotional Well-Being of Bilingual Teacher-Leaders.

Padilla, A. M., Chen, X., Swanson, E., Peterson, M., Zamora, T., & Girsky, T. (2025). Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program.

Peterson, M., Matchett, E., & Muñoz- Muñoz, E. (2025). Mentoring New and Future Teachers: A California Model.

Valosek, L., Nidich, S., Grant, J., Peterson, M., & Nidich, R. (2022). Effect of Meditation on Psychological Stress and Academic Achievement in High School Students: A Randomized Controlled Study.

Peterson, M. (2022). Effect of Transcendental Meditation on the Social Emotional Wellbeing of World Language and Bilingual Teacher Leaders (Doctoral Dissertation, University of San Francisco).

Padilla, A. M., Chen, X., Peterson, M., Swanson, E., & Peruzzaro, A. (2022). Longitudinal Study of Spanish Dual Language Immersion Graduates: Secondary School Academic and Language Achievement..

Padilla, A. M., Chen, X., Song, D., Swanson, E., & Peterson, M. (2022). Mindset, Stereotype Threat and the Academic Achievement Gap Between Chinese and Latinx English Learners (ELs).

Peterson, M., Bleasdale, J., & Nidich, S. (2021). Effect of Transcendental Meditation on the Social Emotional Well-Being of Bilingual Teacher-Leaders.

Bleasdale, J., Peterson, M., & Nidich, S. (2020). Effect of Meditation on Social/Emotional Well-Being in a High-Performing High School.

Peterson, M. (2020). Multiliteracy in California.

Xu, X., Padilla, A. M., & Silva, D. M. (2015). Learner Performance in Mandarin Immersion and High School World Language Program.

Xu, X., Padilla, A. M., Silva, D., & Masuda, N. (2012). A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes.

Xu, X., Padilla, A. M., Silva, D. M., Steele, T. M., & Peterson, M. D. (2010). Professional Development for Teachers of Mandarin: Creating Career Pathways for New Teachers.

Steele, T. M., Peterson, M. D., Silva, D. M., & Padilla, A. M. (2009). A Year-Round Professional Development Model for World Language Educators.

Peterson, M. (2009). Articulated World Language Instruction in San Francisco Unified School District.

Zaslow, B., Burns, A., D’Ambruoso, L., Peterson, M. D., Eberwein, . D., Hashem, I., & Silva, D. (2009). World language content standards for California public schools, kindergarten through grade twelve.

Lozano, A. S., Padilla, A. M., Sung, H., & Silva, D. M. (2004). A Statewide Professional Development Program for California Foreign Language Teachers.

Peterson, M. (2004). Adapting to Changing Needs: A Teacher-led FLES Program.

Romeo, K., & Dyer, M. (2002). Adapting to Changing Needs: A Teacher-led Japanese FLES Program.

C, A. Test 5/14. https://stanfordwho.stanford.edu