| Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen HR Milner IV Educational researcher 36 (7), 388-400, 2007 | 2442 | 2007 |
| Start where you are, but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms HR Milner Harvard Education Press, 2021 | 974 | 2021 |
| But what is urban education? HR Milner IV Urban education 47 (3), 556-561, 2012 | 875 | 2012 |
| Culturally relevant pedagogy in a diverse urban classroom HR Milner The Urban Review 43, 66-89, 2011 | 771 | 2011 |
| Critical race theory and interest convergence as analytic tools in teacher education policies and practices HR Milner IV Journal of teacher education 59 (4), 332-346, 2008 | 714 | 2008 |
| Beyond a test score: Explaining opportunity gaps in educational practice HR Milner IV Journal of Black Studies 43 (6), 693-718, 2012 | 681 | 2012 |
| What does teacher education have to do with teaching? Implications for diversity studies HR Milner IV Journal of Teacher Education 61 (1-2), 118-131, 2010 | 636 | 2010 |
| A case study of an African American teacher's self-efficacy, stereotype threat, and persistence HR Milner, AW Hoy Teaching and teacher Education 19 (2), 263-276, 2003 | 544 | 2003 |
| Analyzing poverty, learning, and teaching through a critical race theory lens HR Milner IV Review of research in education 37 (1), 1-53, 2013 | 480 | 2013 |
| Preservice teachers’ learning about cultural and racial diversity: Implications for urban education HR Milner Urban Education 41 (4), 343-375, 2006 | 473 | 2006 |
| Black teachers, Black students, Black communities, and Brown: Perspectives and insights from experts HR Milner, TC Howard Journal of Negro Education, 285-297, 2004 | 410 | 2004 |
| Rac (e) ing to class: Confronting poverty and race in schools and classrooms HR Milner Harvard Education Press, 2015 | 403 | 2015 |
| Classroom management in diverse classrooms HR Milner IV, FB Tenore Urban Education 45 (5), 560-603, 2010 | 393 | 2010 |
| Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions? HR Milner Race, Ethnicity and Education 6 (2), 193-208, 2003 | 377 | 2003 |
| The Promise of Black Teachers' Success with Black Students. HR Milner IV Educational Foundations 20, 89-104, 2006 | 345 | 2006 |
| Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching HR Milner Theory into practice 42 (3), 173-180, 2003 | 332 | 2003 |
| Counter-narrative as method: Race, policy and research for teacher education HR Milner IV, TC Howard Race Ethnicity and Education 16 (4), 536-561, 2013 | 330 | 2013 |
| Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education HR Milner IV Teaching and teacher education 24 (6), 1573-1598, 2008 | 317 | 2008 |
| A case study of an experienced English teacher's self-efficacy and persistence through" crisis" situations: Theoretical and practical considerations HR Milner The High School Journal 86 (1), 28-35, 2002 | 289 | 2002 |
| Rethinking achievement gap talk in urban education HR Milner IV Urban education 48 (1), 3-8, 2013 | 266 | 2013 |
Tyrone HowardUniversity of California, Los Angeles在 gseis.ucla.edu 的电子邮件经过验证
