| Equity leadership informed by community cultural wealth: Counterstories of Latinx school administrators KC Rodela, C Rodriguez-Mojica Educational Administration Quarterly 56 (2), 289-320, 2020 | 91 | 2020 |
| From English learner to Spanish learner: Raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates A Briceño, C Rodriguez-Mojica, E Muñoz-Muñoz Language and Education 32 (3), 212-226, 2018 | 91 | 2018 |
| Combating linguistic hegemony C Rodríguez-Mojica, A Briceño, ER Muñoz-Muñoz Teacher Education Quarterly 46 (3), 57-78, 2019 | 38 | 2019 |
| ‘You guys are bilingual aren’t you?’Latinx educational leadership pathways in the New Latinx Diaspora K Rodela, C Rodriguez-Mojica, A Cochrun International Journal of Leadership in Education, 2021 | 36 | 2021 |
| Sentence stems that support reading comprehension C Rodriguez‐Mojica, A Briceño The Reading Teacher 72 (3), 398-402, 2018 | 28 | 2018 |
| “I didn’t wanna believe it was a race issue”: Student teaching experiences of preservice teachers of color C Rodriguez-Mojica, KC Rodela, C Ott The Urban Review 52 (3), 435-457, 2020 | 25 | 2020 |
| From test scores to language use: Emergent bilinguals using English to accomplish academic tasks C Rodriguez-Mojica International Multilingual Research Journal 12 (1), 31-61, 2018 | 17 | 2018 |
| Instructional supports: Facilitating or constraining emergent bilinguals’ production of oral explanations? C Rodriguez-Mojica International Multilingual Research Journal 13 (1), 51-66, 2019 | 14 | 2019 |
| Critical consciousness in bilingual teacher preparation for emancipatory biliteracy C Rodriguez-Mojica, A Briseño Bilingual Review/Revista Bilingüe 34 (1), 2019 | 13 | 2019 |
| “I Don’t Get It. I Need Help”: Emergent Bilinguals Seeking and Receiving Help From Peers in Language Arts C Rodriguez-Mojica Literacy Research and Instruction 58 (2), 105-121, 2019 | 10 | 2019 |
| Taking Away Excuses to Quit: The Role of Supports in Completion and Learning in Online Professional Development for Teachers. S Rutherford-Quach, KD Thompson, C Rodriguez-Mojica, D Román Online Learning 25 (2), 140-170, 2021 | 9 | 2021 |
| Classroom qualities for English Language Learners in language arts instruction: Technical report C Goldenberg, R Coleman, L Reese, C Rodriguez-Mojica Stanford Graduate School of Education, 2013 | 7 | 2013 |
| Individualized language plans: A potential tool for collaboration to support multilingual students KD Thompson, C Rodriguez-Mojica Journal of Education for Students Placed at Risk (JESPAR) 28 (1), 97-121, 2023 | 5 | 2023 |
| Preparing bilingual teachers to enact culturally sustaining pedagogy C Rodriguez-Mojica, ER Muñoz-Muñoz, A Briceño Handbook of research on diversity and social justice in higher education …, 2020 | 5 | 2020 |
| “It Made Me See What Kind of Teacher I Want to Be:” Critical Literacy in a Pre-service Literacy Methods Course A Briceño, C Rodriguez-Mojica Action in Teacher Education 44 (4), 290-307, 2022 | 4 | 2022 |
| Editorial introduction: revisiting and (re) imagining Castañeda v. Pickard through critical lenses O Jimenez-Castellanos, E Garcia, C Rodriguez-Mojica Language Policy 21 (3), 295-303, 2022 | 3 | 2022 |
| Final report on the Sanger-Firebaugh long-term English learner project K Thompson, C Rodriguez-Mojica Central Valley Foundation, 2018 | 3 | 2018 |
| The impact of Project GLAD on fifth-grade literacy: Sheltered instruction and English learners in the mainstream classroom T Deussen, A Roccograndi, M Hanita, E Autio, C Rodriguez-Mojica, ... annual meeting of the American Education Research Association, Chicago, IL …, 2015 | 3 | 2015 |
| Bilingual Teaching Practices: Meeting the Needs of Latina/o Youth in Secondary Schools. MA Bravo, C Rodriguez-Mojica Journal of Leadership, Equity, and Research 7 (2), n2, 2021 | 2 | 2021 |
| Conscious Classrooms: Using Diverse Texts for Inclusion, Equity, and Justice Professional Development Book A Briceño, C Rodriguez-Mojica Benchmark Education, 2022 | 1 | 2022 |
