| Romanticizing Culture: The Role of Teachers' Cultural Intelligence in Working with Diversity. SC Molina Catesol Journal 24 (1), 220-244, 2013 | 52 | 2013 |
| Family, school, community engagement, and partnerships: An area of continued inquiry and growth SC Molina Teaching Education 24 (2), 235-238, 2013 | 48 | 2013 |
| Family, school, community engagement, and partnerships: An imperative for K-12, and colleges of education in the development of twenty-first-century educators RL Quezada, V Alexandrowicz, S Molina Teaching Education 24 (2), 119-122, 2013 | 33 | 2013 |
| Mentoring graduate students through the action research journey using guiding principles JA Spencer, SC Molina Educational Action Research 26 (1), 144-165, 2018 | 30 | 2018 |
| English language teaching in China: Teacher agency in response to curricular innovations SC Molina Teacher agency and policy response in English language teaching, 7-25, 2016 | 26 | 2016 |
| Defining global education S Molina, H Lattimer Policy Futures in Education 11 (4), 414-422, 2013 | 19 | 2013 |
| Mediating teacher learning through dialogical learning spaces integrated in a practicum experience SC Molina Journal of Teaching and Teacher Education 3 (01), 2015 | 12 | 2015 |
| Transnational English language teaching: Opportunities for teacher learning and development SC Molina English Language Teacher Education and Development 18, 20, 2015 | 11 | 2015 |
| The Complexity of Providing Feedback when Teachers and Students Speak Different Varieties of English in Transnational Language Teaching Contexts SC Molina Journal of Teaching and Teaching Education 4 (1), 61, 2016 | 8 | 2016 |
| Examining global Englishes and the decolonization of English language teaching in a post-colonial context SC Molina Language teacher education for global Englishes, 256-264, 2021 | 7 | 2021 |
| I’m from foreign: Transnational identity construction in the Journey of being and becoming an ESOL educator SC Molina Autoethnographies in ELT, 185-205, 2020 | 5 | 2020 |
| Developmentally distinct experiences among novice teachers reflecting on Teaching English as a Foreign Language (TEFL) J Ouellette-Schramm, S Chugani Molina, J Reimer Reflective Practice 20 (6), 732-744, 2019 | 5 | 2019 |
| Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program SC Molina Advocacy in English language teaching and learning, 57-70, 2019 | 5 | 2019 |
| Mediating Teacher Candidate Sense of Agency in Response to Policy and Curricula Planning in a Community-Based Adult English Language Program SC Molina Researching Agency in Language Policy and Planning, 125-146, 2018 | 5 | 2018 |
| Family, School, Community Engagement and Partnerships RL Quezada, V Alexandrowicz, SC Molina Routledge, 2015 | 5 | 2015 |
| Mentor texts squared: Helping students explore voice through readings that promote critical consciousness SC Molina, M Manasse CATESOL Journal 27 (2), 281, 2015 | 5 | 2015 |
| Feedback sessions as mediation spaces: empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice SC Molina, JA Spencer Educational Action Research 28 (2), 258-274, 2020 | 4 | 2020 |
| Growing up as a global nomad: Problematizing nativeness in an era of World Englishes SC Molina The Newsletter of the Nonnative English Speakers in TESOL, 2014 | 4 | 2014 |
| The politics of English language education and social inequality: Global pressures, national priorities and schooling in India M Kalyanpur, PB Boruah, SC Molina, S Shenoy Routledge, 2022 | 3 | 2022 |
| Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners SC Molina Language and Education 36 (5), 479-482, 2022 | 2 | 2022 |
Reyes L. QuezadaProfessorVerified email at sandiego.edu
