| Creative Language Play(giarism) in the Elementary English Language Arts Classroom CJ Brownell Language Arts 65 (4), 218-228, 2018 | 32 | 2018 |
| Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies C Wessel-Powell, BA Buchholz, CJ Brownell English Teaching: Practice & Critique 18 (2), 170-187, 2019 | 31 | 2019 |
| Sound the alarm!: Disrupting sonic resonances of an elementary English language arts classroom CJ Brownell Curriculum Inquiry 49 (5), 551-572, 2019 | 30 | 2019 |
| Mandated curricula as figured world: A case-study of identity, power, and writing in elementary English language arts CJ Brownell English Teaching: Practice & Critique 16 (2), 252-267, 2017 | 28 | 2017 |
| Building Bridges Instead of Walls: Engaging Young Children in Critical Literacy Read Alouds CJ Brownell, A Rashid Journal of Curriculum Studies Research 2 (1), 76-94, 2020 | 27 | 2020 |
| Starting where you are, revisiting what you know: A letter to a first-year teacher addressing the hidden curriculum CJ Brownell Journal of Curriculum and Pedagogy 14 (3), 205-217, 2018 | 26 | 2018 |
| (Re) educating the senses to multicultural communities: prospective teachers using digital media and sonic cartography to listen for culture CJ Brownell, JM Wargo Multicultural Education Review 9 (3), 201-214, 2017 | 24* | 2017 |
| Children’s rhetoric in an era of (im) migration: Examining critical literacies using a cultural rhetorics orientation in the elementary classroom CJ Brownell Research in the Teaching of English 55 (3), 265-288, 2021 | 20 | 2021 |
| Sound, sentience, and schooling: Writing the field recording in educational ethnography JM Wargo, CJ Brownell, G Oliveira Anthropology & Education Quarterly 52 (3), 315-334, 2021 | 18 | 2021 |
| “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies CJ Brownell Education Sciences 10 (6), 1-15, 2020 | 18 | 2020 |
| Language Identity in the Elementary English Language Arts Classroom CJ Brownell The Reading Teacher 71 (2), 225-228, 2017 | 16 | 2017 |
| When the Clips Are Down: How Young Children Negotiate a Classroom Management System CJ Brownell, AN Parks Anthropology & Education Quarterly 53 (1), 5-26, 2022 | 14 | 2022 |
| (Re) Mediating (Un) Heard Resonances: Tracing the Rhythms of Aurality in a Residential College Community CJ Brownell, DM Sheridan, CA Scales Educational Studies 54 (4), 396-414, 2018 | 10 | 2018 |
| Inventing expert in English language arts: A case study of critical literacies in a third grade classroom CJ Brownell Journal of Early Childhood Literacy 23 (3), 213-235, 2023 | 9 | 2023 |
| Writing as a Minecrafter: Exploring How Children Blur Worlds of Play in the Elementary English Language Arts Classroom CJ Brownell Teachers College Record 123 (3), 1-19, 2021 | 8 | 2021 |
| “I feel terrible…”: Storying power differentials across relationships in the elementary English language arts classroom CJ Brownell Perspectives and Provocations 8 (1), 2019 | 7 | 2019 |
| Disentangling the possibilities, practicalities, and progressions of writing in the contemporary (digital) era CJ Brownell Theory Into Practice 60 (2), 160-171, 2021 | 6 | 2021 |
| "Coloring" within the lines: Implications for practicing color blindness CJ Brownell, JA Coles The social & cultural foundations of education: A reader, 260-279, 2016 | 6 | 2016 |
| Writing Rights to Right Wrongs: A Critical Analysis of Young Children Composing Nationalist Narratives as Part of the Larger Body Politic CJ Brownell AERA Open 8 (1), 1-13, 2022 | 5 | 2022 |
| Playing Through Tragedy: A Critical Approach to Welcoming Children’s Social Worlds and Play as Pedagogy CJ Brownell Occasional Paper Series 45, 2021 | 5 | 2021 |
Jon M. WargoAssociate Professor, University of Michigan在 umich.edu 的电子邮件经过验证
