- Cantrell, S. C., Sampson, S. O., Perry, K.H., Kolawole, O. & Davis, C. (accepted) The impact of professional development on teachers’ diversity-related beliefs. Teacher Development.
- Sampson, S. O., Cantrell, S. C., Perry, K. H., & Kolawole, O. (2025). Empowering education: Evaluating and enhancing culturally responsive instruction for teachers of English Learners in K-8 classrooms, TESOL Journal, 16(2), https://doi.org/10.1002/tesj.70023
- Cantrell, S. C., Perry, K. H., & Manion, B. (2024). ‘I’m pretty sure we did every idea’: Teachers’ experiences with external coaches and their relation to transformative learning. Teacher Development, 1-21.
- Cantrell, S. C., & Perry, K. P. (2024). Nurturing powerful people: High challenge and high support in a first-grade morning meeting. In Walker-Dalhouse, D. & Risko, V. (Eds.) Equitable literacy instruction for students in poverty (pp. 122-127). Teachers College Press.
- Perry, K. P., Cantrell, S.C., Saberimogghadam, S. & Manion, B. (2023). Listening to, linking with, and learning from families: Professional development for culturally responsive relationships with parents and caregivers. In Lee, V. & Lewis, K. Eds. Advancing culturally responsive and socially just approaches to multilingual family – school partnerships (pp. 155-174). Rowman & Littlefield.
- Cantrell, S. C., Sampson, S. O., Perry, K. H., & Robershaw, K. (2022). The impact of professional development on inservice teachers’ culturally responsive practices and students’ reading achievement. Literacy Research and Instruction, 1-27.
- Malo-Juvera, V., Correll, P., & Cantrell, S. (2018). A mixed methods investigation of teachers’ self-efficacy for culturally responsive instruction. Teaching and Teacher Education, 74, 146-156.
- Powell, R., Cantrell, S. C., Malo-Juvera, V., & Correll, P. (2016). Operationalizing culturally responsive instruction: Preliminary findings of CRIOP research. Teacher’s College Record, 118(1), 1-46.
- Powell, R., Cantrell, S. C., & Rightmyer, E. (2013). Teaching and reaching all students: An instructional model for closing the gap. The Middle School Journal. 44, 22-30.
