| Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements A Reisman, P Cipparone, L Jay, C Monte-Sano, SS Kavanagh, S McGrew, ... Teaching and teacher education 80, 145, 2019 | 47 | 2019 |
| Interpretive frames for responding to racially stressful moments in history discussions A Reisman, L Enumah, L Jay Theory & Research in Social Education 48 (3), 321-345, 2020 | 44 | 2020 |
| Revisiting Lexington Green: Implications for teaching historical thinking L Jay Cognition and Instruction 39 (3), 306-327, 2021 | 22 | 2021 |
| The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019 L Jay Theory & Research in Social Education 50 (3), 339-374, 2022 | 17 | 2022 |
| To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions J Conrad, A Reisman, L Jay, T Patterson, JI Eisman, A Kaplan, W Chan The Journal of Social Studies Research 47 (2), 79-91, 2023 | 9 | 2023 |
| White preservice teachers facilitating African American history discussions: Tensions of identity in practice J Conrad, A Reisman, T Patterson, LP Jay, A Kaplan, JI Eisman, W Chan Teaching and Teacher Education 125, 104050, 2023 | 8 | 2023 |
| What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions LP Jay Theory & Research in Social Education 51 (1), 72-99, 2023 | 8 | 2023 |
| Teaching change and continuity with historical analogies L Jay, A Reisman Social Studies Research and Practice 14 (1), 98-104, 2019 | 8 | 2019 |
| Entering the historiographic problem space: scaffolding student analysis and evaluation of historical interpretations in secondary source material AA Marczyk, L Jay, A Reisman Cognition and Instruction 40 (4), 517-539, 2022 | 7 | 2022 |
| Teaching racial history: Enacting curriculum in discretionary spaces A Reisman, L Jay Journal of Curriculum Studies 54 (6), 751-771, 2022 | 4 | 2022 |
| Contextualizing Octavius Catto: Studying a forgotten hero who bridges the past and present LP Jay Social Education 84 (6), 342-347, 2020 | 3 | 2020 |
| Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice LP Jay Teaching and Teacher Education 132, 104243, 2023 | 2 | 2023 |
| Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse A Reisman, LP Jay Journal of Teacher Education 75 (3), 305-320, 2024 | 1 | 2024 |
| Constructing Local History Units with Document-Based Lessons TO DESIGN The History Teacher 55 (2), 2022 | 1 | 2022 |
| What do we need to know now: Racial and technological pedagogical content knowledge for discussing race in online history classrooms LP Jay Out of Turmoil: Catalysts for Re-learning, Re-Teaching, and Re-imagining …, 2023 | | 2023 |
| Bringing students into professional development L Jay, AO del Calvo, J Conrad, AJ Schiera, T Patterson, A Reisman Social Studies Journal 41 (1), 30-38, 2022 | | 2022 |
| Role identity, motivation, and moment-by-moment decisions about instructional moves during discussion facilitation JI Eisman, A Kaplan, L Jay, A Reisman, TJ Patterson, W Chan, J Conrad | | 2021 |
| Imagining Classrooms: A Comparative Case Study of Pedagogy and Learning in Teacher Education L Jay University of Pennsylvania, 2021 | | 2021 |
| Thomas Failace. Race and the Origins of Progressive Education L Jay Teaching History: A Journal of Methods 42 (1), 51-54, 2017 | | 2017 |
| How Do We Go Beyond the Primary and Secondary Source Binary?(Dimension 2: History) LP Jay | | |
