IF: Impact Factor, AR: Acceptance Rate
*Published or presented with students.
∞Published or presented with teachers/community stakeholders.
^Invited publication

View Dr. Dyches' full CV: dyches_cv.pdf

Dyches, J. (In Press). Power reading: Agitating with critical disciplinary literacy think-alouds. English Journal. (AR: 15%).

Boyd, A., & Dyches, J., & *Bonilla, A. (In press). The foundations of critical teaching: Exploring practicing teachers’ social justice knowledges. Teachers Education Quarterly. (AR: 12%)

Howell, E., *Barlow, W., & Dyches, J. (2021). Disciplinary literacy: Successes and challenges of professional development. Journal of Language and Literacy Education, 17(1), 1-26. (AR:
13%)

Dyches, J., & ∞Gunderson, M.P. (2021). “I learned the rules”: Using a critical disciplinary literacy model to foster disciplinary apprenticeship. Journal of Adolescent and Adult Literacy, 64(4), 379-387. (IF: 1.177, AR: 25%)

Dyches, J., Brandon, S., & Boyd, A. S. (2020). Acts of Resistance: Subversive teaching in the English language arts classroom. Myers Press.

Dyches, J., & Boyd, A., & *Schulz, J. (2020). Critical content knowledges in the English Language Arts classroom: Examining practicing teachers’ nuanced perspectives. Journal of Curriculum Studies, 52(6), 1-17. (IF: 1.42, AR: <10)

Dyches, J. & *∞Thomas, D. (2020). Unsettling the “White savior” narrative: Reading Huck Finn through a critical race theory/critical whiteness studies lens. English Education, 53(1), 35-53. (AR: 10%)

*∞Thomas, D., & Dyches, J. (2019). The hidden curriculum of reading intervention: A critical content analysis of Fountas & Pinnell’s leveled literacy intervention. Journal of Curriculum Studies, 51(4), 1-18. (IF: 1.42, AR: <10%)

Dyches, J. (2018). Critical canon pedagogy: Applying disciplinary inquiry to cultivate canonical critical consciousness. Harvard Educational Review, 88(4), 538-564. (IF: 2.634, AR: 1-5%)

^Dyches, J. (2018). Investigating curricular injustices to uncover the injustices of curricula: Curriculum evaluation as critical disciplinary literacy practice. High School Journal, 101(4), 236-250. (IF: 0.45)

Dyches, J., & Sams, B. (2018). Reconciling competing missions of English education for socially just futures: A story of pedagogical realism. Changing English, 25(4), 370-383. (IF: .38)

Dyches, J. (2018). Particularizing the tensions between canonical and bodily discourses. Journal of Literacy Research, 50(2), 239-261. (IF: 1.710, AR: 8%)

Dyches, J., & Boyd, A. (2017). Foregrounding equity in teacher education: Toward a model of Social Justice Pedagogical and Content Knowledge (SJPACK). Journal of Teacher Education, 68(5), 476-490. (IF: 3.180)

Dyches, J. (2017). Shaking off Shakespeare: A White teacher, urban students, and the mediating powers of a canonical counter-curriculum. Urban Review, 45(3), 1-26. (IF: .60, AR: 6-10%)

Boyd, A. & Dyches, J. (2017). Taking down walls: Countering dominant narratives of the immigrant experience through the teaching of Enrique’s Journey. Assembly for Literature on Adolescents of the National Council of Teachers of English (ALAN) Review, 44(2), 31-42.

Sams, B., & Dyches, J. (2017). Is this reflection?: Examining reflective discourse in teacher education standards and performance assessments. SoJo Journal: Educational Foundations and Social Justice Education, 2(1), 75-85.

Bissonnette, J. D. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education, 12(2), 9-32. (AR: 14%)

Bissonnette, J. D., Reaser, J., *Hatcher, J., & Godley, A. (2016). Negotiating Southerness: How speaking a socially stigmatized dialect complicates pre-service teachers’ identities and linguistic ideologies. Southern Journal of Linguistics (40)1, 1-39.

Cook, M.P. & Bissonnette, J.D. (2016). Developing preservice teachers’ positionalities in 140 characters or less: Examining microblogging as dialogic space. Contemporary Issues in Technology and Teacher Education, 16(2), 82-109. Association for the Advancement of Computing in Education (AACE). (AR: 29%)

Bissonnette, J. D., & Glazier, J. (2016). A counterstory of one's own: Using counterstorytelling to engage students with the British canon. Journal of Adolescent & Adult Literacy, 59(6), 685–694. (IF: 1.177, AR: 25%)

Bissonnette, J.D., & Caprino, K. (2015). A look at ineffective and effective professional development: Moving toward action research. Mid-Atlantic Education Review, 2(1), 12-22.