On defense: African American males making sense of racialized narratives in mathematics education NS Nasir, N Shah Journal of African American Males in Education (JAAME) 2 (1), 24-45, 2011 | 193 | 2011 |
Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse DL Reinholz, N Shah Journal for Research in Mathematics Education 49 (2), 140-177, 2018 | 187 | 2018 |
Racial storylines and implications for learning NS Nasir, CR Snyder, N Shah, KM Ross Human Development 55 (5-6), 285-301, 2012 | 158 | 2012 |
Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics N Shah Teachers College Record 119 (7), 1-42, 2017 | 144 | 2017 |
Preparing teachers to notice race in classrooms: Contextualizing the competencies of preservice teachers with antiracist inclinations N Shah, JA Coles Journal of Teacher Education 71 (5), 584-599, 2020 | 143 | 2020 |
How equity and inequity can emerge in pair programming CM Lewis, N Shah Proceedings of the eleventh annual international conference on international …, 2015 | 104 | 2015 |
Amplifying and attenuating inequity in collaborative learning: Toward an analytical framework N Shah, CM Lewis Cognition and instruction 37 (4), 423-452, 2019 | 94 | 2019 |
Building upon and enriching grade four mathematics standards with programming curriculum CM Lewis, N Shah Proceedings of the 43rd ACM technical symposium on Computer Science …, 2012 | 90 | 2012 |
“Asians are good at math” Is not a compliment: STEM success as a threat to personhood N Shah Harvard Educational Review 89 (4), 661-686, 2019 | 80 | 2019 |
Race and mathematics education DB Martin, CR Anderson, N Shah Compendium for research in mathematics education, 607-636, 2017 | 72 | 2017 |
A pandemic crash course: Learning to teach equitably in synchronous online classes DL Reinholz, A Stone-Johnstone, I White, LM Sianez Jr, N Shah CBE—Life Sciences Education 19 (4), ar60, 2020 | 71 | 2020 |
Hidden competence: Women’s mathematical participation in public and private classroom spaces JB Ernest, DL Reinholz, N Shah Educational Studies in Mathematics 102, 153-172, 2019 | 68 | 2019 |
When active learning is inequitable: Women’s participation predicts gender inequities in mathematical performance D Reinholz, E Johnson, C Andrews-Larson, A Stone-Johnstone, J Smith, ... Journal for Research in Mathematics Education 53 (3), 204-226, 2022 | 62 | 2022 |
Analyzing equity in collaborative learning situations: A comparative case study in elementary computer science N Shah, C Lewis, R Caires Boulder, CO: International Society of the Learning Sciences, 2014 | 52 | 2014 |
Building equitable computer science classrooms: Elements of a teaching approach N Shah, CM Lewis, R Caires, N Khan, A Qureshi, D Ehsanipour, N Gupta Proceeding of the 44th ACM technical symposium on Computer science education …, 2013 | 49 | 2013 |
Learning Discourses of Race and Mathematics in Classroom Interaction N Shah, Z Leonardo Power and Privilege in the Learning Sciences: Critical and Sociocultural …, 2016 | 48 | 2016 |
Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching DL Reinholz, A Stone-Johnstone, N Shah International Journal for Academic Development 25 (3), 259-272, 2020 | 46 | 2020 |
16 equity and diversity CM Lewis, N Shah, K Falkner The Cambridge handbook of computing education research, 481, 2019 | 35 | 2019 |
Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms N Shah, JA Christensen, NA Ortiz, AK Nguyen, S Byun, D Stroupe, ... Computer Science Education 30 (3), 254-278, 2020 | 34 | 2020 |
Detecting and reducing bias in questioning patterns B Herbel-Eisenmann, N Shah Mathematics Teaching in the Middle School 24 (5), 282-289, 2019 | 26 | 2019 |