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Rogers-Ard, R. (2018). Combating Cultural Isolation and Revolving Doors: Creating a Place-Based Teacher Induction Program. In C. Gist (Ed.), Portraits of Anti-Racist Alternative Teacher Preparation in the United States: Framing Teacher Development for Community, Justice and Visionaries.
Knaus, C. B. (2017). Push Out: Racial Dynamics at a Turnaround School. Rethinking Schools, 31(2), 34-37.
Rogers-Ard, R. (2016). The Burden of Admission: Profile of an African American Female Educational Leader. In T. Marsh & N. Croom (Eds.), Envisioning a Critical Race Praxis for Leadership: Critical Race Counter-Stories Across the P-20 Pipeline.
Knaus, C. B., & Brown II, M. (2015). Whiteness Is the New South Africa. Bern, Switzerland: Peter Lang US
Rogers-Ard, R. (2015). Retaining Teachers of Color: Creating Educational Support systems to Battle Cultural Isolation. In Success in high-Need Schools Journal, Issue 2, (11).
Knaus, C. B. (2014). Seeing What They Want to See: Racism and Leadership Development in Urban Schools.
Knaus, C. B. (2014). What if We All Wore Hoodies? Educational Silencing of Black Male Voices. In V. E. Evans-Winters & M. C. Bethune (Eds.), (Re)Teaching Trayvon: Education for Racial Justice and Human Freedom, 163-186. Boston, MA: Sense Publishers.
Knaus, C. B., & Rogers-Ard, R. (2012). Educational Genocide: Examining the Impact of National Education Policy on African Americans.
Rogers-Ard, R., Knaus, C. B., Epstein, K. K., & Mayfield, K. (2012). Racial Diversity Sounds Nice; Systems Transformation, Not so Much! Developing Teachers of Color. Urban Education, 48(3), 451-479.
Knaus, C. (2011). Shut Up and Listen: Teaching Writing that Counts in Urban Schools. New York, NY: Peter Lang.