| The common core state standards and the “basalisation” of youth MA Sulzer English Teaching: Practice and Critique 13 (1), 2014 | 39 | 2014 |
| Reconsidering the hypothetical adolescent in evaluating and teaching young adult literature MA Sulzer, AH Thein Journal of Adolescent & Adult Literacy 60 (2), 163-171, 2016 | 32 | 2016 |
| Illuminating discourses of youth through the study of first-person narration in young adult literature AH Thein, MA Sulzer English Journal 104 (3), 47-53, 2015 | 31 | 2015 |
| Evaluating the democratic merit of young adult literature: Lessons from two versions of Wes Moore’s memoir AH Thein, MA Sulzer, R Schmidt English Journal 103 (2), 52-59, 2013 | 21 | 2013 |
| (Re) conceptualizing digital literacies before and after the election of Trump MA Sulzer English Teaching: Practice & Critique 17 (2), 58-71, 2018 | 20 | 2018 |
| What Is Adapted in Youth Adaptations?: A Critical Comparative Content Analysis of Military Memoirs Repackaged as Young Adult Literature. MA Sulzer, AH Thein, RR Schmidt Journal of Language and Literacy Education 14 (1), n1, 2018 | 18 | 2018 |
| Disrupting the neoliberal discourse of teacher reflection through dialogical-phenomenological texts MA Sulzer, MB Dunn Reflective Practice 20 (5), 604-618, 2019 | 16 | 2019 |
| Critical comparative content analysis: Examining violence, politics, and culture in two versions of I am Malala AH Thein, MA Sulzer, RR Schmidt Engaging with multicultural YA literature in the secondary classroom, 153-161, 2019 | 10 | 2019 |
| Beliefs for integrating technology into the English Language Arts classroom TL Lynch, T Hicks, J Bartels, R Beach, S Connors, N Damico, ... National Council of Teachers of English, 2018 | 9 | 2018 |
| Phrase-frames in business emails: a contrast between learners of business English and working professionals D Xia, MA Sulzer, HK Pae Text & Talk, 2023 | 6 | 2023 |
| Engaging students in democracy through adolescent literature: Lessons from two versions of Wes Moore’s memoir AH Thein, M Sulzer, R Schmidt English Journal 102 (2), 52-59, 2013 | 6 | 2013 |
| Fostering critical social consciousness through “text-to-software” connections with Brave New World MA Sulzer Teaching the canon in 21st century classrooms, 93-105, 2018 | 5 | 2018 |
| Exploring dialogic teaching with middle and secondary English language arts teachers: a reflexive phenomenology MA Sulzer The University of Iowa, 2015 | 5 | 2015 |
| The Future Is Known. Now What? Using Macbeth to Explore the Social Complexity of the Climate Crisis and COVID-19 MA Sulzer Changing English 28 (3), 271-285, 2021 | 4 | 2021 |
| Illuminating the dark side: A typology for preservice ELA teachers engaging in ideologies of digital texts R Marlatt, MA Sulzer E-Learning and Digital Media 18 (3), 226-250, 2021 | 4 | 2021 |
| Border Crossing from Literature to Young Adult Literature: A Critical Comparative Content Analysis of Enrique's Journey (Original Version) and Enrique's Journey (Youth Adaptation) MA Sulzer The ALAN Review 47 (2), 12-24, 2020 | 4 | 2020 |
| Tesseract as becoming: A rhizomatic self-study about engaging future English language arts teachers in culturally relevant pedagogy M Sulzer The Journal for Research and Practice in College Teaching 7 (2), 66-85, 2022 | 3 | 2022 |
| Silence as absence, silence as presence: A discourse analysis of English language arts teachers’ descriptions of classroom silences MA Sulzer Linguistics and Education 68, 100961, 2022 | 3 | 2022 |
| Two versions of Notorious RBG, two representations of Ruth Bader Ginsburg: How are they different and why does that matter M Sulzer Annals of Social Studies Education Research for Teachers 2 (2), 26-33, 2021 | 3 | 2021 |
| Annotated bibliography of research in the teaching of english A Frederick, A Crampton, S David, J Baker, R Beach, E Fogarty, ... Research in the Teaching of English 53 (3), 282-283, 2019 | 3 | 2019 |
Amanda Haertling TheinProfessor of Language, Literacy, and Culture, University of Iowa在 uiowa.edu 的电子邮件经过验证
