| Disrupting the official curriculum: Cultural biography and the curriculum decision making of Latino preservice teachers C Salinas, AJ Castro Theory & Research in Social Education 38 (3), 428-463, 2010 | 149 | 2010 |
| Critical historical thinking: When official narratives collide with other narratives C Salinas, B Blevins, CC Sullivan Multicultural Perspectives 14 (1), 18-27, 2012 | 131 | 2012 |
| 13 Assessment and accountability in the social studies SG Grant, C Salinas Handbook of research in social studies education, 219, 2010 | 121 | 2010 |
| Writing Latina/o historical narratives: Narratives at the intersection of critical historical inquiry and LatCrit CS Salinas, ME Fránquiz, NN Rodríguez The Urban Review 48, 419-439, 2016 | 119 | 2016 |
| Educating late arrival high school immigrant students: A call for a more democratic curriculum C Salinas Multicultural Perspectives 8 (1), 20-27, 2006 | 97 | 2006 |
| Knowing English Is Not Enough! Cultivating Academic Literacies Among High School Newcomers M Franquiz, C Salinas High School Journal 96 (4), 339-357, 2013 | 83 | 2013 |
| Introducing historical thinking to second language learners: Exploring what students know and what they want to know C Salinas, ME Fránquiz, S Guberman The Social Studies 97 (5), 203-207, 2006 | 79 | 2006 |
| Critical historical inquiry: How might pre-service teachers confront master historical narratives? C Salinas, B Blevins Social Studies Research and Practice 9 (3), 35-50, 2014 | 75 | 2014 |
| Newcomers developing English literacy through historical thinking and digitized primary sources ME Franquiz, CS Salinas Journal of Second Language Writing 20 (3), 196-210, 2011 | 75 | 2011 |
| The primacy of relation: Social studies teachers and the praxis of critical pedagogy KR Magill, C Salinas Theory & Research in Social Education 47 (1), 1-28, 2019 | 67 | 2019 |
| Creating successful academic programs for Chicana/o high school migrant students: The role of advocate educators C Salinas The High School Journal, 54-65, 2004 | 64 | 2004 |
| Critical historical inquiry: The intersection of ideological clarity and pedagogical content knowledge B Blevins, K Magill, C Salinas The Journal of Social Studies Research 44 (1), 35-50, 2020 | 61 | 2020 |
| Teaching world geography to late-arrival immigrant students: Highlighting practice and content C Salinas, ME Fránquiz, M Reidel The social studies 99 (2), 71-76, 2008 | 61 | 2008 |
| The cultural politics of the Texas educational reform agenda: Examining who gets what, when, and how M Salinas, Cinthia S & Reidell Anthropology & Education Quarterly 38 (1), 42-56, 2007 | 58 | 2007 |
| Research methodologies in history education T Epstein, CS Salinas The Wiley international handbook of history teaching and learning, 61-91, 2018 | 56 | 2018 |
| Preservice social studies teachers’ historical thinking and digitized primary sources: What they use and why C Salinas, ME Bellows, HL Liaw Contemporary issues in technology and teacher education 11 (2), 184-204, 2011 | 53 | 2011 |
| Teaching in a high-stakes testing setting C Salinas Measuring history: Cases of state-level testing across the United States …, 2006 | 53 | 2006 |
| Scholars in the Field: The Challenges of Migrant Education. C Salinas, ME Franquiz AEL, Box 1348, Charleston, WV 25325-1348, 2004 | 51 | 2004 |
| The lower-order expectations of high-stakes tests: A four-state analysis of social studies standards and test alignment SW DeWitt, N Patterson, W Blankenship, B Blevins, L DiCamillo, D Gerwin, ... Theory & Research in Social Education 41 (3), 382-427, 2013 | 49 | 2013 |
| Newcomers to the US: Developing historical thinking among Latino immigrant students in a central Texas high school ME Fránquiz, CS Salinas Bilingual Research Journal 34 (1), 58-75, 2011 | 48 | 2011 |
Maria FranquizProfessor of Education, University of Texas Austin在 austin.utexas.edu 的电子邮件经过验证
