@article{lee_falter_schoonover_2021, title={Encountering the Affective in Latino Immigrant Youth Narratives}, volume={56}, ISSN={["1936-2722"]}, url={https://doi.org/10.1002/rrq.316}, DOI={10.1002/rrq.316}, abstractNote={Abstract}, number={2}, journal={READING RESEARCH QUARTERLY}, publisher={Wiley}, author={Lee, Crystal Chen and Falter, Michelle M. and Schoonover, Nina R.}, year={2021}, month={Apr}, pages={273–292} }
 @book{falter_bickmore_2018, place={Lanham, Maryland}, title={When loss gets personal: discussing death through literature in the secondary ELA classroom}, publisher={Rowman & Littlefield}, year={2018} }
 @article{beach_falter_whitley_2017, title={Making sense of events in literature and life through collaboration}, volume={16}, ISSN={["1175-8708"]}, DOI={10.1108/etpc-01-2017-0006}, abstractNote={
Purpose
The purpose of this conceptual paper is to make the case for the value of fostering collaborative sensemaking in responding to literature. Drawing on examples of classroom interactions in 6th-, 8th-, 11th- and 12th-grade classrooms, it proposes methods for teachers to foster collaborative sensemaking.
}, number={2}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Beach, Richard and Falter, Michelle M. and Whitley, Jennifer Jackson}, year={2017}, pages={207–221} }
 @article{falter_2017, title={The Power and Potential of Graphic Novels in the Classroom}, volume={9}, ISSN={1942-8200 1949-2901}, url={http://dx.doi.org/10.1080/19428200.2017.1390725}, DOI={10.1080/19428200.2017.1390725}, abstractNote={As a child, I always looked forward to getting the Sunday paper. In my household we had a weekly tradition of finding the comics section and taking turns reading the comics and passing them to the ...}, number={3}, journal={Anthropology Now}, publisher={Informa UK Limited}, author={Falter, Michelle M.}, year={2017}, month={Sep}, pages={144–146} }
 @article{falter_2016, title={Threatening the patriarchy: teaching as performance}, volume={28}, ISSN={0954-0253 1360-0516}, url={http://dx.doi.org/10.1080/09540253.2015.1103838}, DOI={10.1080/09540253.2015.1103838}, abstractNote={This article brings into conversation theories of performance and performativity to argue that the analogy of a teacher as a performer is a very complex discourse that both empowers and disempowers women teachers. As the field of teachers is increasingly comprised of women and the education policy and administrative leadership fields is increasingly comprised of men, there is an equally disturbing increase in the amount of disciplining, standardisation, and evaluation of teachers’ practices within schools in recent decades. The author argues that the perceived feminisation of the teaching field produces a situation in which teachers’ performance is threatening to the patriarchal institutions, causing further surveillance upon women and their role. Yet, in contrast, an analogy of performance also can allow teachers to subvert hegemonic patriarchal practices. Central to this discussion are notions of threat, corporeality, and temporality. The author concludes with examples of how teachers and researchers have successfully subverted and re-appropriated the teaching as performance analogy for the betterment of teachers, despite the complexity of this discourse.}, number={1}, journal={Gender and Education}, publisher={Informa UK Limited}, author={Falter, Michelle M.}, year={2016}, month={Jan}, pages={20–36} }
 @article{falter_2013, title={“You're Wearing Kurt's Necklace!”}, volume={57}, ISSN={1081-3004}, url={http://dx.doi.org/10.1002/JAAL.243}, DOI={10.1002/JAAL.243}, abstractNote={Abstract}, number={4}, journal={Journal of Adolescent & Adult Literacy}, publisher={Wiley}, author={Falter, Michelle M.}, year={2013}, month={Dec}, pages={289–297} }