| Writing Wounded: Trauma, Testimony, and Critical Witness in Literacy Classrooms. E Dutro English Education 43 (2), 19, 2011 | 177 | 2011 |
| " But That's a Girls' Book!" Exploring Gender Boundaries in Children's Reading Practices E Dutro The reading teacher 55 (4), 376-384, 2001 | 165 | 2001 |
| “Us boys like to read football and boy stuff”: Reading masculinities, performing boyhood E Dutro Journal of literacy research 34 (4), 465-500, 2002 | 146 | 2002 |
| Listening to the speaking wound: A trauma studies perspective on student positioning in schools E Dutro, AC Bien American Educational Research Journal 51 (1), 7-35, 2014 | 135 | 2014 |
| When state policies meet local district contexts: Standards-based professional development as a means to individual agency and collective ownership E Dutro, MC Fisk, R Koch, LJ Roop, K Wixson Teachers College Record 104 (4), 787-811, 2002 | 130 | 2002 |
| The vulnerable heart of literacy: Centering trauma as powerful pedagogy E Dutro Teachers College Press, 2019 | 126 | 2019 |
| What ‘hard times’ means: Mandated curricula, class-privileged assumptions, and the lives of poor children E Dutro Research in the Teaching of English 44 (3), 255, 2010 | 119 | 2010 |
| “What are you and where are you from?” Race, identity, and the vicissitudes of cultural relevance E Dutro, E Kazemi, R Balf, YS Lin Urban Education 43 (3), 269-300, 2008 | 117 | 2008 |
| “I like to read, but I know I’m not good at it”: Children’s perspectives on high‐stakes testing in a high‐poverty school E Dutro, M Selland Curriculum Inquiry 42 (3), 340-367, 2012 | 110 | 2012 |
| Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education E Dutro, A Cartun Teaching and Teacher Education 58, 119-128, 2016 | 102 | 2016 |
| Culturally relevant pedagogy: Clashes and confrontations L Scherff, K Spector Rowman & Littlefield Education, 2010 | 99* | 2010 |
| ‘That's why I was crying on this book’: Trauma as testimony in responses to literature E Dutro Changing English 15 (4), 423-434, 2008 | 96 | 2008 |
| Chapter 3: The challenge of developing content standards KK Wixson, E Dutro, RG Athan Review of research in education 27 (1), 69-107, 2003 | 88 | 2003 |
| Towards a pedagogy of the incomprehensible: Trauma and the imperative of critical witness in literacy classrooms E Dutro Pedagogies: An International Journal 8 (4), 301-315, 2013 | 84 | 2013 |
| Revealing writing, concealing writers: High-stakes assessment in an urban elementary classroom E Dutro, MK Selland, AC Bien Journal of Literacy Research 45 (2), 99-141, 2013 | 78 | 2013 |
| Children writing “hard times”: Lived experiences of poverty and the class-privileged assumptions of a mandated curriculum E Dutro Language Arts 87 (2), 89-98, 2009 | 78 | 2009 |
| Children's testimony and the necessity of critical witness in urban classrooms E Dutro Theory Into Practice 48 (3), 231-238, 2009 | 66 | 2009 |
| Standards for primary-grade reading: An analysis of state frameworks KK Wixson, E Dutro The Elementary School Journal 100 (2), 89-110, 1999 | 56 | 1999 |
| Research & policy: Let’s start with heartbreak: The perilous potential of trauma in literacy E Dutro Language Arts 94 (5), 326-337, 2017 | 55 | 2017 |
| Making sense of “The boy who died”: Tales of a struggling successful writer E Dutro, E Kazemi, R Balf Reading & Writing Quarterly 22 (4), 325-356, 2006 | 52 | 2006 |
