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Leah P. Teeters, Michelle Shedro, Adriana Alvarez, Kathy Schultz, Emily Gleason, Julia C. Zigarelli & Blanca Trejo. (2023) Circles de confianza: using multimodal testimonios to build culturally sustaining schools. Ethnography and Education 18:4, pages 356-375.
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Shana J. Haines & Cynthia C. Reyes. (2023) Teacher perspectives on fostering collaborative relationships with families with refugee backgrounds. Teachers and Teaching 29:5, pages 497-512.
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Hilde Thyness. (2023) Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway. Language and Education 0:0, pages 1-18.
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Bronwyn Cumbo & Neil Selwyn. (2022) Using participatory design approaches in educational research. International Journal of Research & Method in Education 45:1, pages 60-72.
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Jenny H. Gawronski. (2021) Teaching during the time of COVID: Learning from mentor teachers’ experiences. Journal of Digital Learning in Teacher Education 37:4, pages 217-233.
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Katherine C. Rodela & Melanie Bertrand. (2021) Collective Visioning for Equity: Centering Youth, Family, and Community Leaders in Schoolwide Visioning Processes. Peabody Journal of Education 96:4, pages 465-482.
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Pablo Jasis. (2021) Harvesting hope and solidarity: education and organizing with migrant farmworker families. Multicultural Education Review 13:2, pages 148-162.
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Pablo Jasis. (2021) Latino immigrant parents and schools: Learning from their journeys of empowerment. Journal of Latinos and Education 20:1, pages 93-104.
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Liliana M. Garces & Cynthia Gordon da Cruz. (2017) A Strategic Racial Equity Framework. Peabody Journal of Education 92:3, pages 322-342.
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Hamza R’boul. The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco: educators’ unionism and social justice activism. Globalisation, Societies and Education 0:0, pages 1-16.
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Bri'Anna Collins, S. Andrew Garbacz & Tunette Powell. (2024) Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration. Journal of School Psychology 104, pages 101290.
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Kimberly DuMont. (2024) Commentary for Special Issue on Advancing Health Equity Among Black Communities: Implications for Research Funders (and Researchers). Prevention Science 25:1, pages 119-125.
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Rachael E. Paulson, Corinne M. Plesko, Deborah Gross & Amie F. Bettencourt. (2021) Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education. The Journal of School Nursing 39:6, pages 431-443.
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Amie F. Bettencourt, Deborah Gross, Kelly Bower, Lucine Francis, Kathryn Taylor, Demetria L. Singleton & Hae Ra Han. (2020) Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families. Urban Education 58:10, pages 2308-2345.
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Erin Sugrue, Annahita Ball, Danielle R. Harrell & Ashley‐Marie H. Daftary. (2023) Family engagement during the COVID‐19 pandemic: Opportunities and challenges for school social work. Child & Family Social Work 28:4, pages 908-918.
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Shaneé A. Washington & Lauri Johnson. (2023) Toward culturally sustaining/revitalizing Indigenous family-school-community leadership. Frontiers in Education 8.
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Maxwell M. Yurkofsky & Donald J. Peurach. (2023) The paradox of leading amidst uncertainty: maintaining balance on an unstable beam. Journal of Educational Administration 61:3, pages 185-204.
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E. N. Bridwell-Mitchell & Maxwell Yurkofsky. (2023) Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics. Educational Administration Quarterly 59:2, pages 306-338.
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Natalie Schock & Lieny Jeon. (2023) Like your students, like their families? Teacher perceptions and children's socio-emotional-behavioral functioning. Journal of Applied Developmental Psychology 84, pages 101479.
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Jasmine Alvarado. (2022) A Family-School Liaison’s Negotiation of Racialized Scripts for Family Engagement. Journal of Cases in Educational Leadership 25:4, pages 364-377.
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Amy Vetter, Beverly S. Faircloth, Kimberly K. Hewitt, Laura M. Gonzalez, Ye He & Marcia L. Rock. (2022) Equity and Social Justice in Research Practice Partnerships in the United States. Review of Educational Research 92:5, pages 829-866.
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Deborah Gross, Amie F. Bettencourt, W. Holmes Finch, Corinne Plesko, Rachael Paulson & Demetria L. Singleton. (2022) Developing an equitable measure of parent engagement in early childhood education for urban schools. Children and Youth Services Review 141, pages 106613.
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Mollie T. McQuillan. (2022) A Starting Point: Gender, Hot Cognition, and Trans-Informed Administrative Guidance. Educational Researcher 51:5, pages 336-351.
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Vidya Shah & Diana Grimaldos. (2022) Lies, Denials, and Cover-Ups: The Pervasiveness of Whiteness in School Districts Relations with Black and Racialized Parents. Urban Education, pages 004208592210950.
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Ari Tuhkala. (2021) A systematic literature review of participatory design studies involving teachers. European Journal of Education 56:4, pages 641-659.
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Danielle M. Perry & Joanna Geller. (2021) Toward an Integrated, Systemic, and Sustainable Model of Transformational Family Engagement: The Case of the Kentucky Statewide Family Engagement Center. Social Sciences 10:10, pages 402.
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Stephanie L. Dodman, Katy Swalwell, Elizabeth K. DeMulder, Jenice L. View & Stacia M. Stribling. (2021) Critical data-driven decision making: A conceptual model of data use for equity. Teaching and Teacher Education 99, pages 103272.
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Ann M. Ishimaru, Joe L. LottIIII, Kathryn E. Torres & Karen O'Reilly-Diaz. (2019) Families in the Driver's Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration. Teachers College Record: The Voice of Scholarship in Education 121:11, pages 1-39.
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