Crystal Chen Lee

Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation

Lee, C. C., Jacobs, L., & Mann, J. C. (2022, February 23). URBAN EDUCATION.

"They Are Doers": Writing to Advocate With Immigrant Youth in Community-Based Organizations

JOURNAL OF ADOLESCENT & ADULT LITERACY.

"We Are the Future": Critical Inquiry and Social Action in the Classroom

JOURNAL OF LITERACY RESEARCH.

From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION.

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

[Review of ]. TEACHERS COLLEGE RECORD.

The poetic humanity of teacher education: holistic mentoring for beginning teachers

Goodwin, A. L., Lee, C. C., & Pratt, S. (2021, September 4). PROFESSIONAL DEVELOPMENT IN EDUCATION.

"I Have a Voice": Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls

MULTICULTURAL PERSPECTIVES, 22(1), 46–54.

Encountering the Affective in Latino Immigrant Youth Narratives

READING RESEARCH QUARTERLY.

Reimagining social justice-oriented teacher preparation in current sociopolitical contexts

INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION.

"My life's blueprint": publishing critical youth narratives in community-based organizations

ENGLISH TEACHING-PRACTICE AND CRITIQUE.

Teacher candidates? intentions to teach: implications for recruiting and retaining teachers in urban schools

JOURNAL OF EDUCATION FOR TEACHING.

Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers

The New Educator, 14(4), 293–314.

“Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice

Teaching and Teacher Education, 59, 213–227.

Round and round: Examining teaching residents’ participation in and reflections on education rounds

International Journal of Educational Research, 73, 65–76.