Curriculum & Instruction

The impact of school resegregation on the racial identity development of African American students: The example of Wake County

In J. K. Donnor & A. D. Dixson (Eds.), The Resegregation of School: Education and Race in the 21st Century (pp. 139–163). NY: Routledge.

Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education

DeCuir-Gunby, J. T., & Walker-DeVose, D. C. (2013, April). Presented at the American Educational Research Association annual meeting, San Francisco, CA.

Working with African American clients using narrative therapy: An operational citizenship/critical race theory framework

Casstevens, W. J., Taliaferro, J. D., & DeCuir-Gunby, J. T. (2013, May). Presented at the Ninth International Congress of Qualitative Inquiry, Champaign-Urbana, Illinois.

More than a data point: Engaging voices of women of color from within the STEM academy

Grant, C., & DeCuir-Gunby, J. T. (2013, April). Presented at the Keeping Our Faculties of Color Symposium, Minneapolis, MN.

Working with African American families using narrative therapy: An operational citizenship and critical race theory framework

The International Journal of Narrative Therapy and Community Work, 1, 34–45.

Learning trajectories and student-centered teaching practices

Wilson, P. H., Sztajn, P., Edgington, C., Meyers, M., & DeCuir-Gunby, J. T. (2013, July). Presented at the Thirty-Seventh Annual Meeting of the Psychology of Mathematics Education, Kiel, Germany.

Teachers abroad: Integrating writing and technology

In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3532–3539). Chesapeake, VA: AACE.

Preparing teachers for technology integration: Programs, competencies, and factors from the literature

National Teacher Education Journal, 6(3), 41–60.

"Being an only”: The experience of a gifted African American students in an elite scholarship program

In T. C. Grantham, M. F. T. Scott, & D. A. Harmon (Eds.), Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools (pp. 157–164). Waco, TX: Prufrock Press Inc.

Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners

School Science and Mathematics, 113(8), 380–389.

In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher

Journal of Praxis in Multicultural Education.

EXPLORING CAREER TRAJECTORIES FOR WOMEN OF COLOR IN ENGINEERING: THE EXPERIENCES OF AFRICAN AMERICAN AND LATINA ENGINEERING PROFESSORS

Journal of Women and Minorities in Science and Engineering, 19(3), 209–225.

Moodle as a Data Portal in a Study of Cultural Relevance in K–2 Mathematics

The Educational Forum, 77(3), 277–287.

Embracing project-based learning with emerging technologies in the multi-age classroom

In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative and successful practices for student engagement, empowerment and motivation. Lanham, Maryland: Rowman & Littlefield.

Scaffolding the TPACK framework in reading and language arts: New literacies, new minds

In C. A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33–61). Charlotte, NC: Information Age Publishing.

Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program

Contemporary Issues in Technology and Teacher Education, 13(4), 386–418. http://www.citejournal.org/vol13/iss4/general/article1.cfm

Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective

In Lecture Notes in Computer Science (pp. 696–699).

Promoting Writing through Technology during Study Abroad

The International Journal of Literacies, 19(3), 201–214.

Teaching social studies in middle and secondary schools

Boston: Pearson Central Pub. Dept.

Theories of Learning and Teaching in TIP

THEORY INTO PRACTICE, 52, 9–21.