Education

Action research: Exploring the theoretical divide between practical and critical approaches

Journal of Curriculum & Instruction, 3(1), 32–46.

Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia

Social Education, 73(3), 131–135.

Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction

Contemporary Issues in Technology and Teacher Education, 9(2), 160–185.

Digital history with student-created multimedia: Understanding student perceptions

Social Studies Research & Practice, 4(3), 139–150.

Reasoning about probabilistic phenomena: Lessons learned and applied in software design

Technology Innovations in Statistics Education, 3(2).

Mathematics teacher educators engaging in scholarly practices and inquiry

In D. S. Mewborn & H. S. Lee (Eds.), Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 1–6). San Diego, CA: Association of Mathematics Teacher Educators.

Scholarly practices and inquiry in the preparation of mathematics teachers: The sixth monograph of the Association of Mathematics Teacher Educators

San Diego, CA: Association of Mathematics Teacher Educators.

An investigation of one instructor’s mathematical knowledge for teaching: Developing a preliminary framework

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Pedagogical content moves in an inquiry-oriented differential equations class: Purposeful decisions to further mathematical discourse

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Preparing to teach mathematics with technology: Lesson planning decisions for implementing new curriculum

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Students’ interpretations of probability distributions in a simulation environment

In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the thirty-first annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education (pp. 609–617). Atlanta, GA: Georgia State University.

Racial identity and academic achievement in the neighborhood context: A multilevel analysis

Byrd, C. M., & Chavous, T. M. (2009, April). Presented at the How does racial identity and discrimination matter for diverse adolescents’ achievement? Longitudinal and contextual examinations, Society for Research in Child Development Biennial Meeting, Denver, Colorado.

Closing an achievement gap: Mathematics instruction that moderates the relationship between socioeconomic status and kindergarten mathematics learning

Wong, L., & Byrd, C. M. (2009, April). Presented at the American Educational Research Association Conference, San Diego, CA.

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Journal of Youth and Adolescence, 38(4), 544–559.

Using Video Editing to Cultivate Novice Teachers’ Practice

Journal of Research on Technology in Education, 42(1), 73–94.

From jezebels to nappy headed hos: African American adolescent girls, language, and identity

In S. Lanehart (Ed.), African American Women’s Language: Discourse, education, and identity (pp. 18–34). UK: Cambridge Scholars Publishing.

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Theory & Research in Social Education, 37(2), 156–191.

Liberal education, privilege, and higher education

In Y. Raley & G. Preyer (Eds.), Philosophy of Education in the Era of Globalization (pp. 165–180). New York: Routledge.

To disclose or not to disclose: A controversial choice for teachers

In D. Hess (Ed.), Controversy in the Classroom: The Democratic Power of Discussion (pp. 97–112). New York: Routledge.

Cultural Capital in Children's Number Representations: Reflect and Discuss

Teaching Children Mathematics, 16(3), 184–189.