A review of class-based theories of student resistance in education: Mapping the origins and influence of Learning to Labor by Paul Willis

McGrew, Ken. (2011). A review of class-based theories of student resistance in education: Mapping the origins and influence of Learning to Labor by Paul Willis. Review of Educational Research, 81(2), 234-266.

Take it out of class: Exploring virtual literature circles

Bowers-Campbell, Joy. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent and Adult Literacy, 54(8), 557-567.

The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning

Benner, Aprile D., & Crosnoe, Robert. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.

An ethical dilemma: Talking about plagiarism and academic integrity in the digital age

Thomas, Ebony Elizabeth, & Sassi, Kelly. (2011). An ethical dilemma: Talking about plagiarism and academic integrity in the digital age. English Journal, 100(6), 47-53.

“My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts

Collins, Kathleen M. (2011). “My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts. Language Arts, 88(6), 409-418.

Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge

Christ, Tanya. (2011). Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge. Journal of Literacy Research, 43(2), 130-158.

Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction

Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giulani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; & Schatschneider, Christopher. (2011). Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46(3), 189-221.