Submissions from 2020
Tracing Diverse Pathways to Teaching: Tales of Nontraditional Immigrant Women of Color Becoming Teachers of Young Children, Seung Eun McDevitt
Submissions from 2019
Relationship-Based Infant Care as a Framework for Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia and Seung Eun McDevitt
Submissions from 2018
"Because I Went through the Same": Inquiring into the Lived Experiences of an Immigrant Teacher, Seung Eun McDevitt
Unraveling Universalist Perspectives on Teaching and Caring for Infants and Toddlers: Finding Authenticity in Diverse Funds of Knowledge, Susan L. Recchia and Seung Eun McDevitt
Submissions from 2017
Seeing Academically Marginalized Students’ Multimodal Designs from a Position of Strength, Kate T. Anderson, Olivia G. Stewart, and Dani Kachorsky
Bridging Funds of Knowledge in Learning to Teach: The Story of a Japanese Pre-service Teacher’s Authentic Teaching Practicum Experience, Seung Eun McDevitt and Miyuki Kurihara
Submissions from 2016
Book Review of Children Crossing Borders: Immigrant Parents and Teacher Perspectives on Preschool, Seung Eun McDevitt
Rediscovering and Reconnecting Funds of Knowledge of Immigrant Children, Families and Teachers, Seung Eun McDevitt
A Critical Review of the Literature of Social Media’s Affordances in the Classroom, Olivia G. Stewart
Complementary Lenses: Using Theories of Situativity and Complexity to Understand Collaborative Learning as Systems-Level Social Activity, Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan, and Olivia G. Stewart