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Knight-Manuel, M. & Marciano, J.  (2019).  Classroom cultures: Equitable schooling for racially diverse youth. New York, NY: Teachers College Press.

Knight, M. & Marciano, J. (2013). College Ready: Preparing Black and Latina/o youth for higher education – A culturally relevant approach. New York, NY: Teachers College Press.


Marciano, J., Carey, R.L. & Gibbs Grey, T. (2023). Guest Editorial: The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies. English Teaching: Practice and Critique.

Carter Andrews, D. J., Richmond, G., Marciano, J. (2021). The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection. Journal of Teacher Education, 72(3), 267-270.

Carter Andrews, D. J., He, Y., Marciano, J., Richmond, G., & Salazar, M. (2021). Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How. Journal of Teacher Education, 72(2), 134–137.

Floden, R. E., Carter Andrews, D. J., Jones, N. D., Marciano, J., & Richmond, G. (2021). Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence. Journal of Teacher Education72(1), 7–10.

Refereed Journal Articles

Marciano, J., Johnson, L., Beymer, A. (2023). “Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy. Journal of Literacy Research.

Watson, V. & (2023). These Tellings: Explosive Love as Literacy Research. Journal of Literacy Research.

Marciano, J. & Beymer, A. (2022). Collaborative data analysis: Examining youths’ literacy practices in YPAR. English Teaching: Practice & Critique. DOI: 10.1108/ETPC-04-2021-0027

Marciano, J., & Vellanki, V. (2022). Generating new narratives: Examining youths’ multiliteracies practices in youth participatory action research. Research in the Teaching of English, 56(3), 245-274.

Richmond, G., Marciano, J. & Watson, V. (2022). Examining the imperatives of voice, context and continuity in the preparation of community teachers. Urban Education. DOI: 10.1177/00420859221094998.

Marciano, J. (2021). “I think we’re all teachers even though we’re students”: Examining youth perspectives of peer support for college readiness in an urban public high school. Journal of Urban Learning, Teaching, and Research, 16(1), 23-42.

Marciano, J. & Watson, V. (2021). “This is America”: Examining artifactual literacies as austere love across contexts of schools and everyday use. The Urban Review, 53(2), 334-353. DOI: 10.1007/s11256-020-00564-0

VanDerHeide, J. & Marciano, J. (2021). Pre-service teachers taking action: Enacting teaching practices and pedagogical theories in an after-school literacy club field experience, Journal of Teacher Education.

Marciano, J., Peralta, L. M., Lee, J. S.,  Rosemurgy, H., Holloway, L., Bass, J. (2020). Centering community: Enacting culturally responsive-sustaining YPAR during COVID-19. Journal for Multicultural Education, 14(2), 163-175. DOI 10.1108/JME-04-2020-0026

Marciano, J., Watson, V., Beymer, A. & Deroo, M. (2020). Examining moments of possibility toward college readiness in a literacy-and-songwriting initiative. Journal of Adolescent & Adult Literacy, 63(6), 615-626. DOI: 10.1002/jaal.1049

Marciano, J. & Warren, C. (2019). Writing toward change across Youth Participatory Action Research. Journal of Adolescent & Adult Literacy, 62(5), 485-494. DOI: 10.1002/jaal.921

Knight-Manuel, M., Marciano, J., Wilson, M., Jackson, I., Vernikoff, L., Zuckerman, K. & Watson, V. (2019). “It’s all possible”: Urban educators’ perspectives on creating a culturally relevant, school-wide, college-going culture for Black male students. Urban Education 54(1), 35-64, May 2016, doi: 10.1177/0042085916651320

Marciano, J., Farver, S., Guenther, A., Wexler, L., Jansen, K. & Stanulis, R. (2019). Reflections from the room where it happens: Examining mentoring in the moment. International Journal of Mentoring and Coaching in Education.

Warren, C. & Marciano, J. (2018). Activating student voice through Youth Participatory Action Research (YPAR): Policy-making that strengthens urban education reform. International Journal of Qualitative Studies in Education. 31(8), 684-707.

Marciano, J. (2017). “We’re Friends, We Have to be in This Together”: Examining the Role of Culturally Relevant Peer Interactions in Urban Youth’s College Readiness and Access. The Urban Review. 49(1), 169-187.

Marciano, J. & Watson, V. W. M. (2017). “Now we need to write something that people will read”: Examining youth choices as perspectives of literacy research. eJournal of Public Affairs, 6(2), 60-85.

Marciano, J. (2015). Becoming Facebook friendly: Social media and the culturally relevant classroom. English Journal 104(5), 73-78.

Watson, V. W. M., & Marciano, J. (2015). Examining a social-participatory youth co-researcher methodology: A cross-case analysis extending possibilities of literacy and research. Literacy, 49(1), 37-44.

Book Chapters

Peralta, L.M.* & Marciano, J.E. (2023). “I think a song would be good”: Grounding youth speculative practices in evolving practices of relationality and desire. In A. Garcia & N. Mirra (Eds.)., Speculative Pedagogies: Designing Equitable Educational Futures. Teachers College Press.