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Teachers College Record (1970)|June 9, 2020
Integration as Perpetuation: Learning From Race Evasive Approaches to ESL Program ReformAndrew H Hurie, Rebecca M CallahanThe Urban Review|March 30, 2021
School Choice, Exclusion, and Race Taming in Milwaukee: A Meta-ethnographyAndrew H HurieJournal of School Leadership|March 7, 2020
Policy Brief: Using ESSA to Improve Secondary English Learners' Opportunities to Learn through Course TakingRebecca M Callahan, Megan HopkinsEducational Administration Quarterly : EAQ|July 19, 2016
Equitable Access for Secondary English Learner Students: Course Taking as Evidence of EL Program EffectivenessRebecca M Callahan, Dara ShifrerTheory and Research in Social Education|April 12, 2016
Garnering Civic Hope: Social Studies, Expectations, and the Lost Civic Potential of Immigrant YouthRebecca M Callahan, Kathryn M ObenchainSocial Science Quarterly|March 25, 2010
Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls*Catherine Riegle-Crumb, Rebecca M CallahanAmerican Educational Research Journal|April 9, 2016
Undermatched? School-based Linguistic Status, College Going, and the Immigrant AdvantageRebecca M Callahan, Melissa H HumphriesHigh School Journal (Chapel Hill, N.C.)|June 5, 2013
Finding a Civic Voice: Latino Immigrant Youths' Experiences in High School Social StudiesRebecca M Callahan, Kathryn M ObenchainSociological Studies of Children and Youth|November 4, 2014
Bridging Worlds in the Social Studies Classroom:Teachers' Practices and Latino Immigrant Youths' Civic and Political DevelopmentRebecca M Callahan, Kathryn M ObenchainAmerican Educational Research Journal|July 2, 2014
Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning DisabilityDara Shifrer, Rebecca M Callahan, Chandra MullerPageof 2