Items

• The Right Network for the Right Problem

  Gomez, L. M., Russell, J. L., Bryk, A. S., LeMahieu, P. G., & Mejia, E. M. (2016). The Right Network for the Right Problem. Phi Delta Kappan, 98(3), 8–15. https://doi.org/10.1177/0031721716677256
  

• Centering Race in a Framework for Leadership Preparation

  Gooden, M. A., & Dantley, M. (2012). Centering Race in a Framework for Leadership Preparation. Journal of Research on Leadership Education, 7(2), 237–253. https://doi.org/10.1177/1942775112455266
  

• Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements

  Green, T. L. (2017). Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements. Educational Administration Quarterly, 53(1), 3–39. https://doi.org/10.1177/0013161X16672513
  

• Reconsidering School Improvement Through the Community Equity Literacy Leadership Assessment (CELLA) for Principals

  Green, T., Castro, A. J., Lowe, T., Sikes, C., Gururaj, S., & Mba, C. (2019). Reconsidering School Improvement Through the Community Equity Literacy Leadership Assessment (CELLA) for Principals. International Journal of Educational Management, 34(2), 417–431. https://doi.org/10.1108/IJEM-03-2018-0097
  

• Transforming Out-of-School Challenges Into Opportunities: Community Schools Reform in the Urban Midwest

  Green, T. L., & Gooden, M. A. (2014). Transforming Out-of-School Challenges Into Opportunities: Community Schools Reform in the Urban Midwest. Urban Education, 49(8), 930–954. https://doi.org/10.1177/0042085914557643
  

• Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions

  Greer, W., Clark-Louque, A., Balogun, A., & Clay, A. (2022). Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions. Urban Education, 57(7), 1259–1287. https://doi.org/10.1177/0042085918804015
  

• Integrative Research Review: Syncretic Approaches to Literacy Learning. Leveraging Horizontal Knowledge and Expertise

  Gutierrez, K. (2014). Integrative Research Review: Syncretic Approaches to Literacy Learning. Leveraging Horizontal Knowledge and Expertise. In P. J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, & P. M. Stecker (Eds.), 63rd Literacy Research Association Yearbook. (pp. 48–61). Literacy Research Association.
  

• Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices

  Gutiérrez, K. D., Cortes, K., Cortez, A., DiGiacomo, D., Higgs, J., Johnson, P., Ramón Lizárraga, J., Mendoza, E., Tien, J., & Vakil, S. (2017). Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices. Review of Research in Education, 41(1), 30–60. https://doi.org/10.3102/0091732X16687523
  

• A Socially Relevant Philosophy of Science? Resources from Standpoint Theory's Controversiality

  Harding, S. (2004). A Socially Relevant Philosophy of Science? Resources from Standpoint Theory’s Controversiality. Hypatia, 19(1), 25–47. https://doi.org/10.1111/j.1527-2001.2004.tb01267.x
  

• A Brief History of Neoliberalism

  Harvey, D. (2005). A Brief History of Neoliberalism. Oxford University Press. https://doi.org/10.1093/oso/9780199283262.001.0001
  

• Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families

  Booker, A., & Goldman, S. (2016). Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families. Cognition and Instruction, 34(3), 222–235. https://doi.org/10.1080/07370008.2016.1179535
  

• Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

  Bang, M., & Vossoughi, S. (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879