| Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences J Maddamsetti, TK Flennaugh, CL Rosaen Asia-Pacific Journal of Teacher Education 46 (2), 148-166, 2018 | 31 | 2018 |
| Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: Case studies in US elementary school contexts J Maddamsetti Journal of Education for Teaching 44 (2), 232-236, 2018 | 28 | 2018 |
| Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences: Discourses of Elementary Preservice Teachers of Color J Maddamsetti The New Educator, 2020 | 27 | 2020 |
| Where all the good teachers are cape verdean Americans: A white teacher’s identity positionings in an urban elementary school J Maddamsetti The Urban Review 52 (1), 100-126, 2020 | 26 | 2020 |
| Intersectional identities and teaching practice in an elementary general classroom: A case study of a plurilingual teacher candidate J Maddamsetti Journal of Language, Identity & Education 19 (5), 342-358, 2020 | 25 | 2020 |
| Transnationality and teacher educator identity development: A collaborative autoethnographic study W Liao, J Maddamsetti Action in Teacher Education 41 (4), 287-306, 2019 | 22 | 2019 |
| Exploring an Elementary ESL Teacher’s Emotions and Advocacy Identity J Maddamsetti International Multilingual Research Journal 15 (3), 235-252, 2021 | 21 | 2021 |
| Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities J Maddamsetti Teaching Education, 2020 | 11 | 2020 |
| Cultivating Asset-, Equity-, and Justice- Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color J Maddamsetti Urban Education, 1-21, 2021 | 10 | 2021 |
| Elementary ESL Teachers’ Advocacy for Emerging Bilinguals: A Third Space Perspective J Maddamsetti Pedagogies: An International Journal, 1-17, 2021 | 10 | 2021 |
| Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives J Maddamsetti Journal of Language, Identity, and Education, 2020 | 10 | 2020 |
| Experiences of African American teachers in desegregated PK-12 schools: A systematic literature review. Y Suh, B Daugherity, J Maddamsetti, A Branyon Schools: Studies in Education, 2020 | 8 | 2020 |
| Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color J Maddamsetti Equity & Excellence in Education, 1-34, 2022 | 6 | 2022 |
| Elementary Preservice Teachers’ Navigation of Dilemmatic Spaces in Linking Critical Pedagogical Thinking with Practice during Practicum J Maddamsetti Teachers and Teaching: Theory and Practice, 1-28, 2023 | 4 | 2023 |
| Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic J Maddamsetti Action in Teacher Education, 1-20, 2022 | 4 | 2022 |
| Primary preservice teachers’ exploration of possible selves through narrated metaphors during the COVID-19 pandemic J Maddamsetti, R Yuan Research Papers in Education, 1-34, 2023 | 3 | 2023 |
| Diffractively Thinking about Teacher Identity in Body Mapping as Performance, Intersectional Positionality, and Material-Discursive Enactment. J Maddamsetti Qualitative Report 28 (9), 2023 | 2 | 2023 |
| Drawing Bodies and Mapping Pedagogical Spaces: Multimodal Counternarratives of Elementary Teacher Candidates of Color in Urban Field Sites Introduction J Maddamsetti The Urban Review, 1-33, 2022 | 2 | 2022 |
| Affect, bodies, and embodiment of care: Elementary teacher candidates’ affective encounters with care through body maps J Maddamsetti Journal of Curriculum and Pedagogy, 1-32, 2024 | 1 | 2024 |
| Can Subaltern, Multilingual and Multidialectical Bodies Feel? An Aspirational Call for Undoing the Coloniality of Affects in English Learning and Teaching J Maddamsetti Taboo: The Journal of Culture and Education 22 (2), 5, 2023 | 1 | 2023 |
