OOIR: Observatory of International Research

Papers

(The TQCC of Urban Education is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Preparing Teacher Candidates for Trauma-Informed Practices	31
Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs	21
An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism	21
Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training	17
Transformative Social and Emotional Learning: Work Notes on an Action Research Agenda	17
Writing Toward Justice: Youth Speculative Civic Literacies in Online Policy Discourse	17
Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education	17
The Promise of Building Equitable Ecosystems for Learning	16
“We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School	16
Challenging Adultism: Centering Youth as Educational Decision Makers	16
On the Harm Inflicted by Urban Teacher Education Programs: Learning From the Historical Trauma Experienced by Teachers of Color	15
“I Didn't Know What Anti-Blackness Was Until I Got Here”: The Unmet Needs of Black Students at Hispanic-Serving Institutions	15
Racialized Experiences Off and On Campus: Contextualizing Latina/o Students’ Perceptions of Climate at an Emerging Hispanic-Serving Institution (HSI)	14
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District	14
All Around the World Same Song: Transnational Anti-Black Racism and New (and Old) Directions for Critical Race Theory in Educational Research	14
“Holding the Line”: Investigating How Urban School Leaders’ Respond to Gentrification in New York City Schools	13
Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens	12
“I Wanted Diversity, But Not So Much”: Middle-Class White Parents, School Choice, and the Persistence of Anti-Black Stereotypes	12
I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement	12
A Meta-Analysis: The Relationship Between the Parental Expectations Component of Parental Involvement with Students’ Academic Achievement	10
Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success	10
Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies	9
Invisible Funds of Identity in Urban Contexts	9
Dismantling Carceral Logics in the Urban Early Literacy Classroom: Towards Liberatory Literacy Pedagogies with/for Multiply-Marginalized Young Children	9
Black Parade: Conceptualizing Black Adolescent Girls’ Multimodal Renderings as Parades	8

On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color	8
Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers	8
What Can We Learn About Research on Parental Involvement in School? Bibliometric and Thematic Analyses of Academic Journals	7
Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students	7
The Trifecta Framework: Preparing Agents of Change in Urban Education	7
The Culture of Power Online: Cultural Responsiveness and Relevance in Vendor-Developed Online Courses	7
Navigating the “Dual Pandemics”: The Cumulative Impact of the COVID-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools	7
It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools	7
An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools	7
The Summer Before College: A Case Study of First-Generation, Urban High School Graduates	7
The Legacy of Busing andBrown: How School Desegregation Experiences Shape Public Perceptions and Communities’ School Diversity Priorities in the Resegregation Era	7
Surfacing Deep Challenges for Social-Educational Justice: Putting Funds, Wealth, and Capital Frameworks into Dialogue	7
College Is …: Focusing on the College Knowledge of Gang-Associated Latino Young Men	7
Theorizing a Critical Race Content Analysis for Children’s Literature about People of Color	7
From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools	6
A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools	6
Charter School Regulation as a Disproportionate Barrier to Entry	6
Teaching in the Hood, About the Hood: A Case Study of Teachers in South Central Los Angeles	6
Race, Education and #BlackLivesMatter: How Online Transformational Resistance Shapes the Offline Experiences of Black College-Age Women	6
Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures	6
Race and Social Emotional Learning for Black Students in Urban Schooling Contexts	6
Systemic Inequities in Identification and Representation of Black Youth with Gifts and Talents: Access, Equity, and Missingness in Urban and Other School Locales	6
Understanding the Relation Between Family Engagement in Education and Preschoolers’ Socioemotional and Behavioral Functioning in a Primarily Latinx Sample	6
Community-School Partnerships as Racial Projects: Examining belonging for Newcomer Migrant Youth in Urban Education	6
Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice	6
How Community College Staff Inflict Pervasive Microaggressions: The Experiences of Latino Men attending Urban Community Colleges in Texas	6
E-Advocacy in the Information Market: How Social Media Platforms Distribute Evidence on Charter Schools	6
“We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color	5
“Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School	5
Racial Equity by Design: Forming Transformative Agency to Address the Racialization of School Discipline	5
K’iche’, Mam, and Nahua Migrant Youth Navigating Colonial Codes of Power	5
Teachers’ Psychological Distress in North Carolina: An Analysis of Urban versus Non-Urban School Districts	5
“We, as Parents, Do Have a Voice”: Learning from Community-Based Programs Effectively Engaging Parents in Urban Communities	5
Somos Escritoras/We Are Writers: Latina Mothers and Daughters Writing and Sharing “En Convivencia”	5
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program	5
Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education	5
Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students	5
Internal, Moral, and Market Accountability: Leading Urban Schools During the Covid-19 Pandemic	5
Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts	5
Clients or Partners: The Challenge to Engage Families in Baltimore’s Community Schools	5
Negotiating Racialized Discourses and Navigating Racism in U.S. Schools: Understanding Chinese Immigrants’ Parenting Identities and Practices Through an AsianCrit Lens	5
‘Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools	4
Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day	4
School Absenteeism and Neighborhood Deprivation and Threat: Utilizing the Child Opportunity Index to Assess for Neighborhood-Level Disparities in Passaic County, NJ	4
Black Male Teacher-Coaches’ Utilization of Black Counterpublics: The Black Family, Liberatory Fantasy, and Resisting the Ontological Limitation of Blackness	4
“Be Current, or You Become the Old Man”: Crossing the Generational Divide in Hip-Hop Education	4
Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic	4
A Digital Ethnography of Teach For America: Analysis of Counternarrative From the Truth For America Podcast	4
Supporting and Advocating for Immigrant and Refugee Students and Families in America’s Urban Schools: Educators’ Agency and Practices in Everyday Instruction	4
Caring and Uncaring Teacher Practices: Examples From Past Offer Guidance for Present and Hope for Future	4

Leveraging Community Schools for Community Development: Lessons from Baltimore's 21^stCentury School Buildings Program	4
An Urban District’s Struggle to Preserve School Turnaround Change	4
Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students: An Initial Review	4
Toward a (Re)Integrated Application of Bourdieuan Theory	4
Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter	4
Where Are the African American Males? Enrollment Criteria and the Placement of African American Males in Advanced Placement Courses	4
Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color	4
Re-Imagining Literacy and Language Education for Girls of Color	4