| From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education SS Kavanagh, J Conrad, S Dagogo-Jack Teaching and teacher education 89, 2020 | 125 | 2020 |
| Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning J Conrad Theory & Research in Social Education 48 (2), 211-243, 2020 | 55 | 2020 |
| The Big History Project and colonizing knowledges in world history curriculum J Conrad Journal of Curriculum Studies 51 (1), 1-20, 2019 | 37 | 2019 |
| Desettling history: Non-indigenous teachers’ practices and tensions engaging Indigenous Knowledges J Conrad Teachers College Record 124 (1), 3-29, 2022 | 13 | 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 |
| Our Silent Day”: One White Gay Teacher Explores Teacher Agency in Counter-Socialization during the National Day of Silence J Conrad JSSE-Journal of Social Science Education 18 (1), 2019 | 9 | 2019 |
| 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 |
| Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships J Conrad Qualitative Research 23 (6), 1594-1619, 2023 | 7 | 2023 |
| Civic mandates for the ‘majority’: The perception of whiteness and open classroom climate in predicting youth civic engagement J Conrad, JC Lo, Z Kisa The Journal of Social Studies Research 46 (1), 7-17, 2022 | 6 | 2022 |
| Designing questions for critical inquiry J Conrad, J Gallagher Social Education 87 (1), 22-30, 2023 | 3 | 2023 |
| Tangling with whiteness and multicultural (neo) liberalism: Canada’s timely lessons on denial and praxis for global educators J Conrad Multicultural Perspectives 20 (4), 253-256, 2018 | 3 | 2018 |
| Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research J Conrad, R Talbert, B Hall, C Stanton, A Davis Theory & Research in Social Education 52 (1), 121-149, 2024 | 2 | 2024 |
| Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry J Conrad, JL Gallagher, W Chan Theory & Research in Social Education, 1-43, 2024 | 1 | 2024 |
| Grandmother Cedar as educator: Teacher learning through Native knowledges and sovereignty curriculum J Conrad, D Hardison-Stevens American Educational Research Journal 61 (2), 211-247, 2024 | 1 | 2024 |
| Decentering teacher voice-And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions J Conrad, AJ Schiera, A Dym Teaching and Teacher Education 146, 104637, 2024 | | 2024 |
| Appendix for Designing questions for critical inquiry. J Conrad Social Education (National Council for the Social Studies) 86 (583), TBD …, 2023 | | 2023 |
| 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 |
| Appendices: Desettling History: Non-Indigenous Teachers’ Practices and Tensions Engaging Indigenous Knowledges J Conrad Faculty/Researcher Works, 2021 | | 2021 |
| The Impetus L Jay, AO del Calvo, J Conrad, AJ Schiera, T Patterson, A Reisman Editor: Jessica B. Schocker Associate Editor: Sarah B. Brooks, 3, 0 | | |
Sarah Schneider KavanaghUniversity of Pennsylvania在 upenn.edu 的电子邮件经过验证
