| Reconsidering genre theory in K-12 schools: A response to school reforms in the United States M Gebhard, R Harman Journal of second language writing 20 (1), 45-55, 2011 | 168 | 2011 |
| Reclaiming recess: Learning the language of persuasion M Gebhard, R Harman, W Seger Language Arts 84 (5), 419, 2007 | 153 | 2007 |
| Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing R Harman Journal of Second Language Writing 22 (2), 125-140, 2013 | 142 | 2013 |
| Bilingual learners and social equity R Harman Educational Linguistics 33, 2018 | 82 | 2018 |
| Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space RM Harman, N Khote Critical Inquiry in Language Studies 15 (1), 63-83, 2018 | 67 | 2018 |
| Reclaiming recess in urban schools: The potential of systemic functional linguistics for ELLs and their teachers M Gebhard, R Harman, W Seger Language Arts 84 (5), 419-430, 2007 | 43 | 2007 |
| All the School’s A Stage: Critical Performative Pedagogy in Urban Teacher Education R Harman, G McClure Social Justice and the Arts, 92-115, 2017 | 41 | 2017 |
| Critical performative pedagogy: Emergent bilingual learners challenge local immigration issues R Harman, K Varga-Dobai International Journal of Multicultural Education 14 (2), 2012 | 41 | 2012 |
| Critical performative pedagogy R Harman, K French Social justice in these times, 97-115, 2004 | 40 | 2004 |
| Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy RM Harman, S Ahn, B Bogue Teaching and Teacher Education 59, 228-238, 2016 | 38 | 2016 |
| Performance, performativity and second language identities: How can we know the actor from the act? RM Harman, X Zhang Linguistics and Education 32, 68-81, 2015 | 37 | 2015 |
| Culturally sustaining systemic functional linguistics praxis R Harman, K Burke Embodied inquiry with multilingual youth, 2020 | 35 | 2020 |
| Talking the Walk: alking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners R Harman US Latinos and education policy: Research-based directions for change, 2014 | 34* | 2014 |
| Critical SFL praxis in teacher education: Insights from Australian SFL scholars FJ Troyan, R Harman, X Zhang Language and Education 35 (5), 383-401, 2021 | 28 | 2021 |
| Culturally sustaining systemic functional linguistics praxis in science classrooms R Harman, C Buxton, L Cardozo-Gaibisso, L Jiang, K Bui Language and Education 35 (2), 106-122, 2020 | 28 | 2020 |
| Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners C Buxton, R Harman, L Cardozo-Gaibisso, L Jiang, K Bui Research in Science Education, 1-12, 2019 | 27 | 2019 |
| Transforming normative discourses of schooling: Critical systemic functional linguistics praxis R Harman Bilingual learners and social equity: Critical approaches to systemic …, 2018 | 26 | 2018 |
| Multimodal and community-based literacies: Agentive bilingual learners in elementary school R Harman, D Shin Handbook of research on pedagogies and cultural considerations for young …, 2018 | 26 | 2018 |
| Toward an Embodied SFL Pedagogy N Siffrinn, R Harman TESOL Quarterly 53 (4), 2019 | 24 | 2019 |
| Critical teacher education in urban contexts: Discursive dance of a middle school teacher R Harman Language and education 21 (1), 31-45, 2007 | 23 | 2007 |
Meg GebhardUniversity of massachusettsVerified email at educ.umass.edu
