Connecting teacher efficacy beliefs in promoting resilience to support of Latino students T Sosa, K Gomez Urban Education 47 (5), 876-909, 2012 | 122 | 2012 |
Developing symbolic interpretation through literary argumentation T Sosa, AH Hall, SR Goldman, CD Lee Journal of the Learning Sciences 25 (1), 93-132, 2016 | 44 | 2016 |
Positioning urban teachers as effective: Their discourse on students T Sosa, K Gomez Education and Urban Society 44 (5), 590-608, 2012 | 39 | 2012 |
Showing up, remaining engaged, and partaking as students: Resilience among students of Mexican descent T Sosa Journal of Latinos and Education 11 (1), 32-46, 2012 | 13 | 2012 |
“That Sure is Racist”: Classroom Race Talk as Resistance T Sosa Education and Urban Society 52 (7), 1039-1065, 2020 | 11 | 2020 |
How students use their cultural and linguistic knowledge to transform literacy goals T Sosa, CD Bhathena The High School Journal 102 (3), 210-227, 2019 | 11 | 2019 |
The Creation and Support of Dialogic Discourse in a Language Arts Classroom. T Sosa, MP Sullivan Journal of Research in Education 23 (1), 2-19, 2013 | 9 | 2013 |
“What are we trying to accomplish?”: Student resistance as racial wisdom T Sosa, M Latta Equity & Excellence in Education 52 (1), 108-128, 2019 | 8 | 2019 |
Students' Views on What Identifies Teachers as Effective. T Sosa Journal of Research in Education 21 (2), 118-132, 2011 | 4 | 2011 |
Recently I was in a fatal incident: Personal narratives and social identities T Sosa Linguistics and Education 42, 34-42, 2017 | 3 | 2017 |
Classroom discussions as distortions: Examining discriminatory teacher practices T Sosa, CD Bhathena Journal of Cases in Educational Leadership 20 (1), 22-33, 2017 | 3 | 2017 |
In their own voices: Teacher impact on the resilience of Mexican-American students TM Sosa University of Illinois at Chicago, 2008 | 3 | 2008 |
Introduction to Special Issue—Engaged Leadership for Urban Education: Explorations of Equity and Difference in Urban Communities C Willey, T Sosa, JJ Scheurich Journal of Cases in Educational Leadership 20 (1), 3-5, 2017 | 2 | 2017 |
Testimonios of teaching from four latina first-year teachers T Sosa Race Ethnicity and Education, 1-17, 2022 | 1 | 2022 |
Disrupting rules of emotion in an urban English classroom T Sosa, AH Hall, B Collins English Teaching: Practice & Critique 20 (1), 16-32, 2021 | 1 | 2021 |
Rey’s social world understandings and connections to a short story T Sosa Pedagogies: An International Journal 14 (3), 229-240, 2019 | 1 | 2019 |
Iterative design and implementation of literature modules in high school classrooms A Hall, T Sosa, S Levine, C Lee, S Goldman Project READI Technical Report, 2016 | 1 | 2016 |
Resistance to the infrastructure that governs local literacy and social practices in an English classroom T Sosa, AH Hall, M Latta Pedagogies: An International Journal 18 (1), 115-134, 2023 | | 2023 |
Testimonios of (In) Justice and Communal Spaces: Four Latinas in Their First Year Teaching T Sosa IUPUI Office of Community Engagement, 2022 | | 2022 |
Producing New Affective Concepts of Race in an English Classroom T Sosa Changing English 29 (1), 66-77, 2022 | | 2022 |