EPISODE 14: Policy
Bartanen, B., Grissom, J. A., Joshi, E., & Meredith, M. (2018). Mapping inequalities in local political representation: Evidence from Ohio school boards. AERA Open, 4(4), 2332858418818074.
Kelly, M.G. (2020). The Curious Case of the Missing Tail: Trends Among the Top 1% of School Districts in the United States, 2000–2015. Educational Researcher, 49(5), 312-320.
EPISODE 13: Learning Theories
Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers' conversations. The Journal of the Learning Sciences, 16(1), 37-79.
Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80-85.
Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading processes. Learning Disabilities Research & Practice, 29(1), 10-16.
Lee, C.D. (2006). “Every goodbye ain’t gone”: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305-327.
Nasir, N. I. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical thinking and learning, 4(2-3), 213-247.
Solorzano, D.G. & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308-342.
Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. The Phi Delta Kappan, 80(10), 751-755.
EPISODE 12: Professional Development
Lillge, D. (2019). Uncovering conflict: Why teachers struggle to apply professional development learning about the teaching of writing. Research in the Teaching of English, 53(4). 340-362.
Ridge, B. L., & Lavigne, A. L. (2020). Improving instructional practice through peer observation and feedback: A review of the literature. education policy analysis archives, 28, 61.
EPISODE 11: Homework
Lange, T., & Meaney, T. (2011). I actually started to scream: Emotional and mathematical trauma from doing school mathematics homework. Educational Studies in Mathematics, 77(1), 35-51.
Clarke, C. & Comber, B. (2019). How homework shapes family literacy practices. The Reading Teacher, 73(5), 563-573.
EPISODE 10: Foundational Articles, Pt. 2
de los Rios, C.V. & Molina, A. (2020). Literacies of refuge: ‘Pidiendo posada’ as a ritual of justice. Journal of Literacy Research, 52(1), 32-54.
Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education, 13(2), 75-90.
EPISODE 9: Foundational Articles, Pt. 1
Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide?. American Educator. 14-46.
Gonzalez, N., Moll, L., Tenery, M. F., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 443-470.
EPISODE 8: Tracking
Flowers III, A. M., & Banda, R. M. (2019). An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities. Gifted Child Today, 42(3), 129-139.
Legette, K. (2020). A social-cognitive perspective of the consequences of curricular tracking on youth outcomes. Educational Psychology Review, 32, 885-900.
EPISODE 7: Curriculum
Morales-Doyle, D. (2016) Students as curriculum critics: Standpoints with respect to relevance, goals, and science. Journal of Research in Science Teaching, 55(5), 749-773.
Bajaj, M. and Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. Curriculum Inquiry, 47(1), 25-35.
EPISODE 6: Queering Education
Rands, K. (2016). Mathematical inqueery. In Critical Concepts in Queer Studies and Education (pp. 183-192). Palgrave Macmillan: New York.
Schey, R. and Blackburn, M. (2019). Queer ruptures of normative literacy practices: Toward visualizing, hypothesizing, and empathizing. Research in the Teaching of English, 54(1), 58-80.
EPISODE 5: Sociology in Education
Calarco, J. M. (2020). Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules. American Sociological Review, 85(2), 223-246.
Kennedy, B.L., Acosta, M.M., & Soutullo, O. (2019). Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school. Race Ethnicity and Education, 22(1), 130-149.
EPISODE 4: Discourse
Parks, A. N. (2020) Centering children in mathematics education classroom research. American Educational Research Journal, 57(4). pp. 1443-1484.
Martínez, R.A. & Mejía, A.F. (2020). Looking closely and listening carefully: A sociocultural approach to understanding the complexity of Latina/o/x students’ everyday language. Theory into Practice, 59(1), 53-63.
EPISODE 3: Anti-Racist Pedagogies ft. Black scholars' voices
Bullock, E. C., & Meiners, E. R. (2019). Abolition by the numbers Mathematics as a tool to dismantle the carceral state (and build alternatives). Theory Into Practice, 58(4), 338-346.
Baker-Bell, A. (2020). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory into Practice, 59(1), 8-21.
EPISODE 2: Online Learning
Houlden, S. & Veletsianos, G. (2019) A posthumanist critique of flexible online learning and its “anytime anyplace” claims. British Journal of Educational Technology, 50(3) p. 1005-1018.
Borup, J., Walters, S., & Call-Cummings, M. (2020). Student perceptions of their interactions with peers at a cyber charter high school. Online Learning, 24(2), 207-224.
EPISODE 1: Positionality
Milner, H.R. (2007). Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, 36(7), 388-400.
Yoon, I. H. (2019). Hauntings of a Korean American woman researcher in the field. International Journal of Qualitative Studies in Education, 35(5), 447-464.