Johnson, H. J., Dunleavy, T. K., Joseph, N. (In press). Exploring factors that shape recruitment and retention of black Noyce scholars. In J. Leonard, J. Barnes-Johnson, & A. Burrows (Eds.) Research on the recruitment, preparation, and retention of next generation STEM teachers. Boston: Sense Publishers.

Dunleavy, T. K. (2018). High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right.” Education Sciences, 8(2), 1-13. http://www.mdpi.com/2227-7102/8/2/58

Hundley, M., Palmeri, A., Hostetler, A. L., Johnson, H. J., Dunleavy, T. K., & Self, E. A. (2018).  Developmental trajectories, disciplinary practices, and sites of practice in novice teacher learning: A thing to be learned. In Polly, M. Putman, T. M. Petty, & A. J. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, (pp. 153-180). Hershey, PA: IGI Global.

Dunleavy, T.K., Joseph, N., & Zavala, M. (2016). Black girls in high school mathematics: Crossing the borders of deficit discourses. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli. (Eds.). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (p. 1091-1094). Tucson, AZ: The University of Arizona. Online. 2016-11-9 from http://www.pmena.org/pmenaproceedings/PMENA%2038%202016%20Proceedings.pdf

Review of More Lessons Learned from Research, Vol. 2. (2016). Editors Edward A. Silver and Patricia Ann Kenney, National Council of Teachers of Mathematics

Campbell, S.S. & Dunleavy, T.K. (2016). Connecting university coursework and practitioner knowledge through mediated field experiences. Teacher Education Quarterly, 43(3), 49-70.

Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, 8(1), 62-82. http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/242

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