| Empathy, teacher dispositions, and preparation for culturally responsive pedagogy CA Warren Journal of Teacher Education 69 (2), 169-183, 2018 | 540 | 2018 |
| Towards a pedagogy for the application of empathy in culturally diverse classrooms CA Warren The Urban Review 46, 395-419, 2014 | 207 | 2014 |
| Succeeding in the city: A report from the New York City Black and Latino male high school achievement study SR Harper, R Associates Center for the Study of Race and Equity in Education, 2014 | 200 | 2014 |
| Trading spaces: Antiblackness and reflections on Black education futures CA Warren, JA Coles Equity & Excellence in Education 53 (3), 382-398, 2020 | 153 | 2020 |
| The utility of empathy for White female teachers’ culturally responsive interactions with Black male students C Warren Interdisciplinary Journal of Teaching and Learning 3 (3), 175-200, 2013 | 136 | 2013 |
| Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned White Female Teachers CA Warren Urban Education, 2014 | 121* | 2014 |
| Teacher education and the enduring significance of “false empathy” CA Warren, BK Hotchkins The Urban Review 47, 266-292, 2015 | 106 | 2015 |
| Making it relevant: How a black male teacher sustained professional relationships through culturally responsive discourse EE Thomas, CA Warren Race Ethnicity and Education 20 (1), 87-100, 2017 | 88 | 2017 |
| Urban Preparation: Young Black Men Moving from Chicago's South Side to Success in Higher Education CA Warren Harvard Education Press, 2017 | 71* | 2017 |
| Humanizing student–teacher relationships for black children: Implications for teachers’ social–emotional training KB Legette, LO Rogers, CA Warren Urban Education 57 (2), 278-288, 2022 | 66 | 2022 |
| Scale of teacher empathy for African American males (S-TEAAM): Measuring teacher conceptions and the application of empathy in multicultural classroom settings CA Warren Journal of Negro Education 84 (2), 154-174, 2015 | 62 | 2015 |
| “We learn through our struggles”: Nuancing notions of urban Black male academic preparation for postsecondary success CA Warren Teachers College Record 118 (6), 1-38, 2016 | 60 | 2016 |
| Activating student voice through Youth Participatory Action Research (YPAR): Policy-making that strengthens urban education reform CA Warren, JE Marciano International Journal of Qualitative Studies in Education 31 (8), 684-707, 2018 | 54 | 2018 |
| In their own words: Erasing deficits and exploring what works to improve K–12 and postsecondary Black male school achievement CA Warren, TRMO Douglas, TC Howard Teachers College Record 118 (6), 1-6, 2016 | 51 | 2016 |
| A call to action for teacher preparation programs: Supporting critical conversations and democratic action in safe learning environments DJ Carter Andrews, G Richmond, CA Warren, E Petchauer, R Floden Journal of Teacher Education 69 (3), 205-208, 2018 | 48 | 2018 |
| White Women's Work: Examining the Intersectionality of Teaching, Identity, and Race S Hancock, C Warren | 43 | 2017 |
| " What Works": Recommendations on Improving Academic Experiences and Outcomes for Black Males. TC Howard, TR Douglas, CA Warren Teachers College Record 118 (6), n6, 2016 | 41 | 2016 |
| From Morning to Mourning: A Meditation on Possibility in Black Education CA Warren Equity & Excellence in Education 54 (1), 92-102, 2021 | 34 | 2021 |
| " Who Has Family Business?" Exploring the Role of Empathy in Student-Teacher Interactions. CA Warren, S Lessner Penn GSE Perspectives on Urban Education 11 (2), 122-131, 2014 | 34 | 2014 |
| About centering possibility in Black education CA Warren Teachers College Press, 2021 | 28 | 2021 |
Dr. Ty-Ron DouglasProfessor of Educational Leadership & Policy Analysis, University of Missouri--ColumbiaVerified email at missouri.edu
