Submissions from 2024
Collections, Collaboration, and Community: Lessons from a Place Based Professional Development on the Long Civil Rights Movement, Daniella Ann Cook, Kira Duke, Bridget Morton, and Jenna Spiering
Sustained Inquiry into the Civil Rights Movement: Creating Space, Time, and Community in Educator Professional Development, Jenna Spiering and Daniella Ann Cook
Submissions from 2023
Speak Truth! The Role of Black Women’s Dialogue in the Production of Scholarship, Daniella Ann Cook and Michelle L. Bryan
Submissions from 2022
Centering the Black Experience in Teaching the New Deal, Daniella Ann Cook and Jeffrey C. Eargle
Submissions from 2021
Blurring Boundaries The Creation of Composite Characters in Critical Race Storytelling, Daniella Ann Cook and Michelle L. Bryan
Submissions from 2018
In the Spirit of Ella: Race, Community & Education Reform in New Orleans Post Katrina, Daniella Ann Cook
Beliefs and Practices of Writing Instruction in Japanese Elementary Schools, Lucy K. Spence
Submissions from 2017
Generous Reading Expands Teachers' Perceptions on Student Writing, Lucy K. Spence
Submissions from 2016
Incubating Ideas: Developing Thinking, Speaking, and Writing in a Japanese 1st Grade, Lucy K. Spence
Submissions from 2015
Shifting the Center in Teacher Education: An Introduction to the Special Issue on Critical Race Theory and Teacher Education, Daniella Ann Cook
Expanding Intersectionality: Fictive Kinship Networks as Supports for the Educational Aspirations of Black Women, Daniella Ann Cook and Tiffany J. Williams
Submissions from 2014
Connecting the Disconnected: Scholar Activists and Education Reform in Post Katrina New Orleans, Daniella Ann Cook
Connecting the Disconnected: Scholar Activists & Education Reform in Post Katrina New Orleans, Daniella Ann Cook
Submissions from 2013
An Engaged Dialogue: Reflections on Preparing African American Teachers for Diverse Classrooms, Daniella Ann Cook
Writing Critical Race Theory and Method: A Composite Counter Story on the Experiences of Black Teachers in New Orleans Post Katrina, Daniella Ann Cook and Adrienne D. Dixson
Submissions from 2012
Dialogic Conversations in an Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, and Marcie Ellerbe
Submissions from 2011
Writing Gave Me a Voice: A Spanish-Dominant Teacher's Writing Workshop, Lucy K. Spence
Submissions from 2010
Disrupted but Not Destroyed: Fictive-Kinship Networks among Black Educators in Post-Katrina New Orleans, Daniella Ann Cook
Discerning Writing Assessment: Insights into an Analytical Rubric, Lucy K. Spence
Generous Reading: Seeing Students Through Their Writing, Lucy K. Spence
Submissions from 2009
Developing Multiple Literacies in a Website Project, Lucy K. Spence
Submissions from 2006
Multigenre-Multigendered Research Papers, Mary E. Styslinger
Submissions from 2005
Education of Russian-Speakers in Estonia, Kara D. Brown
Transformative Professional Development: Negotiating Knowledge with an Inquiry Stance, Amy Donnelly, Denise N. Morgan, Diane E. DeFord, Janet Files, Susi Long, Heidi Mills, Diane Stephens, and Mary E. Styslinger
Submissions from 2004
Chasing the Albatross: Gendering Theory and Reading with Dual-Voiced Journals, Mary E. Styslinger
Submissions from 2002
Tell Me What You Want, What You Really, Really Want: Student Preferences about Literacy and Learning, Mary E. Styslinger
Submissions from 1994
Differences in Teaching between Six Primary and Five Intermediate Teachers in One School, Irma J. Van Scoy