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Cited by

• 2011Students “at Risk”245 cited
• 2016Critical Race Theory 20 Years Later212 cited
• 2018Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse186 cited
• 2016Curriculum in early childhood education: critical questions about content, coherence, and control169 cited
• 2013White Teachers in Urban Classrooms160 cited
• 2017Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education149 cited
• 2017Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?134 cited
• 2017To Be Alone or in a Group: An Exploration Into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District125 cited
• 2014Do You See What I See? Fostering Aspiring Leaders’ Racial Awareness121 cited
• 2021Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards117 cited
• 2016Complicating a Latina/o-serving Identity at a Hispanic Serving Institution112 cited
• 2015Popular Visual Images and the (Mis)Reading of Black Male Youth: a case for racial literacy in urban preservice teacher education112 cited
• 2017Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge