Selected Publications
Grossman P., Herrmann, Z., Kavanagh, S. S., Pupik Dean, C. G. (2021). Core practices for project-based learning: A guide for teachers and leaders. Harvard Education Press.
Kavanagh, S. S., Metz, M., Hauser, M., Fogo, B., Carlson, J., & Taylor, M. (in press). Practicing responsiveness: Using approximations of teaching to build teachers’ instructional judgment. Journal of Teacher Education.
Kavanagh, S. S. (in press). (En)Countering bias: Investigating the practices teachers employ to respond to students’ biases. Equity & Excellence in Education.
Grossman, P., Dean, C. P., Kavanagh, S. S. & Herrmann, Z. (in press). Preparing teachers for student-centered teaching: The core practices of project-based teaching. Phi Delta Kappan.
Reisman, A., Cipparone, P., Jay, L., Monte-Sano, C., Kavanagh, S. S., McGrew, S., & Fogo, B. (in press). Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements. Teaching & Teacher Education.
Von Esch, K. & Kavanagh, S. S. (2018). Preparing mainstream classroom teachers of English language learner (EL) students: Grounding practice-based designs for teacher learning in theories of expertise development. Journal of Teacher Education, 69(3), 239–251. DOI: 10.1177/0022487117717467
Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., Simmons, E., & Cipparone, P. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278–293. DOI: 10.1177/0022487117707463
Hauser, M., & Kavanagh, S. S. (in press). Practice-based teacher education. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press.
Grossman, P., Kavanagh, S. S. , & Dean, C. P. (2018). The turn to practice in teacher education. In P. Grossman (Ed.), Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
Danielson, K., Kavanagh, S. S. , & Kazemi, E. (2018). Learning together. In P. Grossman (Ed.), Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
Kavanagh, S. S., & Rainey, E. (2017). Learning to support adolescent literacy: Teacher educator pedagogy and novice teacher take up in secondary English language arts teacher preparation. American Educational Research Journal, 54(5), 904–937. DOI: 10.3102/0002831217710423
Kavanagh, S. S. (2017). Practicing social justice: Towards a practice-based approach to learning to teach for social justice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theories in teacher education practice: Process, impact, and enactment. New York, NY: Springer.
Kavanagh, S. S. (2016). The promise of anonymity: Investigating the instructional practice of ELA teachers who teach LGBTQ content. Teachers College Record, 118(12), 1–36.
Kavanagh, S. S. (2016). From contagious to resilient and beyond: A periodization of educational research on LGBTQ issues from Stonewall to today. International Journal of Multicultural Education, 18(3), 95–113.
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64, 378–386.
Kavanagh, S. S. (2012). Lesbian, gay, bisexual, and transgender issues in K-12 education. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Thousand Oaks, CA: Sage.
Kavanagh, S. S. (2012). Lesbian, gay, bisexual, and transgender students: Conceptual approaches in research literature. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Thousand Oaks, CA: Sage.
McDonald, M., Brayko, K., & Kavanagh, S. S. (2012). Service-learning in teacher education. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Thousand Oaks, CA: Sage.
Kavanagh, S. S. (2011). Haunting remains: Educating a new American citizenry at Indian Hill Cemetery. In C. E. Boyd, & C. Thrush (Eds.), Phantom past, Indigenous presence: Native ghosts in North American culture and history. Lincoln, NE: University of Nebraska Press.