| Urban teacher longevity: What keeps teachers of color in one under-resourced urban school? K Kokka Teaching and Teacher Education 59, 169-179, 2016 | 115 | 2016 |
| Healing-informed social justice mathematics: Promoting students’ sociopolitical consciousness and well-being in mathematics class K Kokka Urban Education 54 (9), 1179-1209, 2019 | 71 | 2019 |
| Social Justice Pedagogy for Whom? Developing Privileged Students’ Critical Mathematics Consciousness K Kokka The Urban Review, 2020 | 64 | 2020 |
| Student, teacher, and instructional characteristics related to students' gains in flexibility JR Star, K Newton, C Pollack, K Kokka, B Rittle-Johnson, K Durkin Contemporary Educational Psychology 41, 198-208, 2015 | 61 | 2015 |
| Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers K Kokka Educational Considerations https://www.academia.edu/17884639/Kokka_K._2015 …, 2015 | 39* | 2015 |
| Radical STEM Teacher Activism: Collaborative Organizing to Sustain Social Justice Pedagogy in STEM Fields K Kokka The Journal of Educational Foundations 31 (1-2), 88-114, 2018 | 36 | 2018 |
| Student engagement in assessments: What students and teachers find engaging S Bae, K Kokka Stanford Center for Opportunity Policy in Education and Stanford Center for …, 2016 | 32 | 2016 |
| ‘How I show up for Brown and Black students’: Asian American male mathematics teachers seeking solidarity K Kokka, T Chao Race Ethnicity and Education 23 (3), 432-453, 2020 | 31 | 2020 |
| Toward a theory of affective pedagogical goals for social justice mathematics K Kokka Journal for Research in Mathematics Education 53 (2), 133-153, 2022 | 18 | 2022 |
| Student Engagement: A Framework for On-Demand Performance Assessment Tasks. C Taylor, K Kokka, L Darling-Hammond, J Dieckmann, VS Pacheco, ... Stanford Center for Opportunity Policy in Education, 2016 | 18 | 2016 |
| Social justice mathematics: Pedagogy of the oppressed or pedagogy of the privileged? A comparative case study of students of historically marginalized and privileged backgrounds K Kokka | 12 | 2017 |
| Inside our schools: Teachers on the failure and future of education reform B Murphy Harvard Education Press, 2017 | 10 | 2017 |
| Healing-centered educator activism in mathematics actualized by women of color mathematics teacher activists K Kokka Equity & Excellence in Education 56 (1-2), 172-189, 2023 | 6 | 2023 |
| Doing as the Trees Do: Two Femmes of Color Resisting Institutional Violence. BKN Rodríguez, K Kokka Educational Foundations 34 (1), 2021 | 6 | 2021 |
| The stories we tell: Why unpacking narratives of mathematics is important for teacher conocimiento R Gutiérrez, M Myers, K Kokka The Journal of Mathematical Behavior 70, 101025, 2023 | 3 | 2023 |
| Maintaining Tensions: Braiding as an analogy for mathematics teacher educators’ political work M Myers, K Kokka, R Gutiérrez Education Sciences 13 (11), 1100, 2023 | 2 | 2023 |
| Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks R Gutiérrez, M Myers, K Kokka Exploring new ways to connect, 507, 2021 | 2 | 2021 |
| Teacher Research Partners: What Conditions Foster True Partnership between University Researchers and Teacher Research Partners? K Kokka, J Malamut, A Mok American Educational Research Association Online Paper Repository, 2015 | 2 | 2015 |
| Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics JR Star, K Kokka The Mathematics Educator, 2013 | 2 | 2013 |
| Scholar Collectives Advocating for Social Justice in Education LA Yamauchi, JB Acuff, R Agarwal-Rangnath, B Ayers, M Berta-Ávila, ... Kalfou 9 (1), 225-246, 2022 | 1 | 2022 |
