@article{manfra_greiner_2021, title={Integrating the C3 Framework in the social studies: an action research study}, volume={16}, DOI={10.1108/SSRP-06-2020-0022}, number={1}, journal={Social Studies Research and Practice}, publisher={Emerald}, author={Manfra, Meghan McGlinn and Greiner, Jeffrey A.}, year={2021}, month={May}, pages={28–42} }
 @article{manfra_holmes_2020, title={Integrating media literacy in social studies teacher education}, volume={20}, url={https://citejournal.org/volume-20/issue-1-20/social-studies/integrating-media-literacy-in-social-studies-teacher-education}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={Manfra, M. and Holmes, C.}, year={2020} }
 @inbook{holmes_manfra_2020, title={Participatory Literacy and Taking Informed Action in the Social Studies}, ISBN={9781799800002 9781799800026}, ISSN={2329-5929 2329-5937}, url={http://dx.doi.org/10.4018/978-1-7998-0000-2.ch003}, DOI={10.4018/978-1-7998-0000-2.ch003}, abstractNote={The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action. }, booktitle={Participatory Literacy Practices for P-12 Classrooms in the Digital Age}, publisher={IGI Global}, author={Holmes, Casey and Manfra, Meghan McGlinn}, year={2020}, pages={40–56} }
 @article{manfra_2019, series={Review of Research in Education}, title={Action Research and Systematic, Intentional Change in Teaching Practice}, volume={43}, ISBN={0091-732X}, DOI={10.3102/0091732X18821132}, journal={CHANGING TEACHING PRACTICE IN P-20 EDUCATIONAL SETTINGS}, author={Manfra, Meghan McGlinn}, year={2019}, pages={163–196}, collection={Review of Research in Education} }
 @book{manfra_2019, place={Thousand Oaks, CA}, title={Action research for classrooms, schools, and communities}, publisher={Sage}, author={Manfra, M.M.}, year={2019} }
 @article{manfra_2019, title={What’s new about fake news? Integrating digital history for media literacy}, volume={83}, number={2}, journal={Social Education}, author={Manfra, M.M.}, year={2019}, pages={113–117} }
 @article{manfra_holmes_2018, title={Media literacy and fake news in the social studies}, volume={82}, number={2}, journal={Social Education}, author={Manfra, M.M. and Holmes, C.}, year={2018}, pages={91–95} }
 @article{manfra_2017, title={"The Connecting Carolina” teaching with primary sources program}, volume={81}, number={2}, journal={Social Education}, author={Manfra, M.M.}, year={2017}, pages={109–111} }
 @inbook{manfra_2017, place={Boston, MA}, title={Practitioner research in the social studies: Findings from action research and self-study}, ISBN={9781118787076}, booktitle={The Wiley Handbook of Social Studies Research}, publisher={Wiley}, author={Manfra, M.M.}, editor={Manfra, M.M. and Bolick, C.M.Editors}, year={2017}, pages={132–167} }
 @book{manfra_bolick_2017, place={Malden, MA}, title={The Wiley Handbook of Social Studies Research}, ISBN={9781118787076}, publisher={Wiley}, year={2017} }
 @inbook{marshall_manfra_simmons_2016, title={No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course}, ISBN={9783319229386 9783319229393}, url={http://dx.doi.org/10.1007/978-3-319-22939-3_4}, DOI={10.1007/978-3-319-22939-3_4}, booktitle={Rethinking Social Studies Teacher Education in the Twenty-First Century}, publisher={Springer International Publishing}, author={Marshall, Patricia L. and Manfra, Meghan McGlinn and Simmons, Crystal G.}, year={2016}, pages={61–79} }
 @article{brewer_kretchmar_sondel_ishmael_manfra_2016, title={Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices}, volume={24}, ISSN={1068-2341}, url={http://dx.doi.org/10.14507/epaa.24.1923}, DOI={10.14507/epaa.24.1923}, abstractNote={Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in many of the districts TFA continues to place corps members. In response to growing criticism, TFA has altered its public rhetoric, suggesting now that their “corps members” are better than traditionally trained teachers – including veteran teachers – and are hired only through equal hiring processes rather than being afforded preferential treatment. We analyze Memorandum of Understandings (MOUs) between TFA and regional school districts, TFA’s official literature, and public discourse to address the degree to which TFA is privileged in hiring practices. We provide evidence that school districts are contractually obligated to reserve and protect positions exclusively for corps members, jobs held by corps members are not a result of equal and open competition, corps member positions are specifically not limited to “so-called shortage areas,” and TFA’s partnership with charter schools and alumni of the organization have skewed hiring practices in favor of TFA over non-TFA teachers. }, journal={education policy analysis archives}, publisher={Education Policy Analysis Archives}, author={Brewer, T. Jameson and Kretchmar, Kerry and Sondel, Beth and Ishmael, Sarah and Manfra, Megan}, year={2016}, month={Feb}, pages={15} }
 @article{manfra_greiner_2016, title={Technology and disciplined inquiry in the world history classroom}, volume={80}, number={2}, journal={Social Education}, author={Manfra, M.M. and Greiner, J.A.}, year={2016}, pages={123–128} }
 @article{manfra_saylor_2016, title={Which woman should appear on U.S. currency? Using primary sources to explore important historical figures}, volume={29}, number={1}, journal={Social Studies and the Young Learner}, author={Manfra, M.M. and Saylor, E.E.}, year={2016}, pages={27–32} }
 @article{manfra_brown_2015, title={Student Documentaries Based on the C3 Framework}, volume={79}, number={2}, journal={Social Education}, author={Manfra, M.M. and Brown, S.}, year={2015}, pages={111–114} }
 @article{bolick_franklin_manfra_2014, title={History through a child’s eye: Preservice teachers making sense of children’s understandings}, volume={9}, number={3}, journal={Social Studies Research and Practice}, author={Bolick, C.B. and Franklin, C. and Manfra, M.M.}, year={2014}, pages={1–20} }
 @inbook{manfra_bullock_2013, title={Action Research for Educational Communications and Technology}, ISBN={9781461431848 9781461431855}, url={http://dx.doi.org/10.1007/978-1-4614-3185-5_14}, DOI={10.1007/978-1-4614-3185-5_14}, booktitle={Handbook of Research on Educational Communications and Technology}, publisher={Springer New York}, author={Manfra, Meghan McGlinn and Bullock, Daniel Kelvin}, year={2013}, month={May}, pages={161–172} }
 @inbook{lee_manfra_list_2013, place={Charlotte, NC}, title={Things said and done: Using digital tools to enhance historical memory}, booktitle={Integrative strategies for the K-12 social studies classroom}, publisher={Information Age Press}, author={Lee, J.K. and Manfra, M.M. and List, J.S.}, editor={Lintner, T.Editor}, year={2013}, pages={191–208} }
 @inbook{lee_manfra_2012, title={TPACK Vernaculars in Social Studies Research}, ISBN={9781609607500 9781609607517}, url={http://dx.doi.org/10.4018/978-1-60960-750-0.ch007}, DOI={10.4018/978-1-60960-750-0.ch007}, abstractNote={To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditions and tendencies, which arise from using technology in social studies. The chapter includes three examples of TPACK vernaculars in social studies. The first explores a theoretical TPACK vernacular where Web 2.0 technologies support social studies and democratic life. The second example is focused on a three-part heuristic for seeking information about digital historical resources from the Library of Congress. Example three presents personalized vernacular TPACK developed by teachers planning to use an online gaming website called Whyville. Research and theorizing on vernacular forms of TPACK in social studies can aid teachers as they reflect on their own experiences teaching with technology.}, booktitle={Educational Technology, Teacher Knowledge, and Classroom Impact}, publisher={IGI Global}, author={Lee, John K. and Manfra, Meghan M.}, year={2012}, pages={158–175} }
 @article{manfra_lee_2012, title={“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History}, volume={29}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2012.656543}, DOI={10.1080/07380569.2012.656543}, number={1-2}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Lee, John K.}, year={2012}, month={Jan}, pages={118–134} }
 @article{manfra_2009, title={Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research}, volume={37}, ISSN={0093-3104 2163-1654}, url={http://dx.doi.org/10.1080/00933104.2009.10473393}, DOI={10.1080/00933104.2009.10473393}, number={2}, journal={Theory & Research in Social Education}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn}, year={2009}, month={Apr}, pages={156–191} }
 @article{manfra_stoddard_2008, title={Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust}, volume={99}, ISSN={0037-7996 2152-405X}, url={http://dx.doi.org/10.3200/tsss.99.6.260-264}, DOI={10.3200/tsss.99.6.260-264}, number={6}, journal={The Social Studies}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Stoddard, Jeremy D.}, year={2008}, month={Nov}, pages={260–264} }
 @article{manfra_hammond_2008, title={Teachers’ Instructional Choices with Student-Created Digital Documentaries}, volume={41}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2008.10782530}, DOI={10.1080/15391523.2008.10782530}, number={2}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Hammond, Thomas C.}, year={2008}, month={Dec}, pages={223–245} }
 @article{rogers_bolick_anderson_gordon_manfra_yow_2007, title={"It's about the Kids": Transforming Teacher-Student Relationships through Action Research}, volume={80}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.3200/tchs.80.5.217-222}, DOI={10.3200/tchs.80.5.217-222}, number={5}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Rogers, Dwight and Bolick, Cheryl Mason and Anderson, Amy and Gordon, Evelyn and Manfra, Meghan McGlinn and Yow, Jan}, year={2007}, month={May}, pages={217–222} }