Crystal Lee

Carrasquillo, M. H. C., & Lee, C. C. (2025, February 28). Navigating Borders: Transnational Latine Students’ Use of Border Thinking Pedagogy Practices. Journal of Research in Childhood Education, Vol. 3. https://doi.org/10.1080/02568543.2025.2453012

Sundaresan, D., Watson, A., Bardaka, E., Lee, C. C., Mayhorn, C. B., & Singh, M. P. (2025, January 14). Prosociality in Microtransit. Journal of Artificial Intelligence Research, Vol. 1. https://doi.org/10.1613/jair.1.16777

Akin-Sabuncu, S., McDevitt, S. E., Lee, C. C., & Goodwin, A. L. (2024, March 19). Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives. Teaching and Teacher Education, Vol. 143. https://doi.org/10.1016/j.tate.2024.104550

Lee, C. C., Akin-Sabuncu, S., & Pratt, S. (2024, August 21). ‘It’s like Central Park’: conceptualising teacher residencies as a democratic hub. Journal of Education for Teaching International Research and Pedagogy, Vol. 8. https://doi.org/10.1080/02607476.2024.2391458

Lee, C. C., & McDevitt, S. E. (2024, September 23). “It’s Like a Drop That Ripples”: Funds of Power Among Latino Immigrant Youth Educators in Community Organizations. Journal of Latinos and Education, Vol. 9. https://doi.org/10.1080/15348431.2024.2403524

Peachey, K. B., & Lee, C. C. (2023, October 13). Writing to grieve: Solidarity in times of loss in educational community spaces. Journal of Adolescent & Adult Literacy, Vol. 10. https://doi.org/10.1002/jaal.1313

Lee, C. C., Jacobs, L., & Mann, J. C. (2022, February 23). Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation. Urban Education, Vol. 2. https://doi.org/10.1177/00420859221081765

Johnston, K. C., Omogun, L., & Lee, C. C. (2021, April 3). From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom. Journal of Research in Childhood Education, Vol. 4, pp. 1–16. https://doi.org/10.1080/02568543.2021.1880992

Lee, C. C., Akin-Sabuncu, S., Goodwin, A. L., & McDevitt, S. E. (2021, December 1). Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States. Teachers College Record The Voice of Scholarship in Education, Vol. 123, pp. 67–96. https://doi.org/10.1177/01614681211070871

Goodwin, A. L., Lee, C. C., & Pratt, S. (2021, September 2). The poetic humanity of teacher education: holistic mentoring for beginning teachers. Professional Development in Education, Vol. 9. https://doi.org/10.1080/19415257.2021.1973067

Lee, C. C., Dufresne, K. V., & Relyea, J. E. (2021). “They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations. Journal of Adolescent & Adult Literacy, 64(5), 497–509. https://doi.org/10.1002/jaal.1131

Spires, H., Himes, M., Lee, C. C., & Gambino, A. (2021, May 10). “We Are the Future”: Critical Inquiry and Social Action in the Classroom. Journal of Literacy Research, Vol. 53, pp. 219–241. https://doi.org/10.1177/1086296X211009283

Lee, C. C., Falter, M. M., & Schoonover, N. R. (2020, June 17). Encountering the Affective in Latino Immigrant Youth Narratives. Reading Research Quarterly, Vol. 6, pp. 273–292. https://doi.org/10.1002/rrq.316

Roegman, R., Reagan, E., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2020, March 12). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education, Vol. 34, pp. 145–167. https://doi.org/10.1080/09518398.2020.1735557

Lee, C. C. (2020, January 2). “I Have a Voice”: Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls. Multicultural Perspectives, Vol. 22, pp. 46–54. https://doi.org/10.1080/15210960.2020.1728272

Lee, C. C. (2019, July 8). Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City. International Journal of Multicultural Education, Vol. 21, pp. 1–22. https://doi.org/10.18251/ijme.v21i2.1800

Lee, C. C., Akin, S., & Goodwin, A. L. (2019, October 13). Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools. Journal of Education for Teaching International Research and Pedagogy, Vol. 45, pp. 525–539. https://doi.org/10.1080/02607476.2019.1674562

Lee, C. C., & Schoonover, N. R. (2019, December 16). “My life’s blueprint”: publishing critical youth narratives in community-based organizations. English Teaching Practice & Critique, Vol. 19, pp. 107–120. https://doi.org/10.1108/ETPC-05-2019-0069

Roegman, R., Pratt, S., Sanchez, S., & Chen, C. (2018). Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. The New Educator, 14(4), 293–314. https://doi.org/10.1080/1547688X.2017.1287317

Reagan, E. M., Chen, C., & Vernikoff, L. (2016). “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. https://doi.org/10.1016/J.TATE.2016.05.011

Reagan, E. M., Chen, C., Roegman, R., & Zuckerman, K. G. (2015). Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research, 73, 65–76. https://doi.org/10.1016/J.IJER.2015.05.003