PUBLICATIONS & MEDIA
SELECTED PUBLICATIONS:
Walls, T. E., Cornejo, M.N., Plachowski, T., Reid, E., and Park, S. (2018). Sowing seeds of justice: Feminists’ reflections on teaching for social justice in the southwest. In Grant, M. C. (Eds.). Equity, equality and reform in contemporary public education (pp. 174-196). Hershey, PA: IGI Global. Retrieved from https://www.igi-global.com/book/equity-equality-reform-contemporary-public/185736
Walls, T. (2017). Race, resilience and resistance: A culturally relevant qualitative examination of how Black women school leaders advance racial equity and social justice in U.S. schools (Doctoral dissertation).
Walls, T., Schilmoeller, J., Guerrero, I. and Clark, C. (2017). Unpacking classroom discipline pedagogy: Intent vs. impact. In Fasching-Varner, K. and Martin, L. (Eds.) Understanding, dismantling and disrupting the prison to school pipeline (pp. 131-158). New York, NY: Lexington Books. Retrieved from https://rowman.com/ISBN/9781498534949/Understanding-Dismantling-and-Disrupting-the-Prison-to-School-Pipeline
Clark, C., Plachowski, T., Singh, R., Smith, A., Walls, T., (Invited Guest Bloggers) (2017, April 28). Policy by, with, and for all students: How to make public education work. Brown Center on Education Policy, Brown Center Chalkboard, Brookings Institution. Available at: https://www.brookings.edu/blog/brown-center-chalkboard/2017/04/28/policy-by-with-and-for-all-students-how-to-make-public-education-work/
Walls, T. (2017). Race, resilience and resistance: A culturally relevant qualitative examination of how Black women school leaders advance racial equity and social justice in U.S. schools (Doctoral dissertation).
Walls, T., Schilmoeller, J., Guerrero, I. and Clark, C. (2017). Unpacking classroom discipline pedagogy: Intent vs. impact. In Fasching-Varner, K. and Martin, L. (Eds.) Understanding, dismantling and disrupting the prison to school pipeline (pp. 131-158). New York, NY: Lexington Books. Retrieved from https://rowman.com/ISBN/9781498534949/Understanding-Dismantling-and-Disrupting-the-Prison-to-School-Pipeline
Clark, C., Plachowski, T., Singh, R., Smith, A., Walls, T., (Invited Guest Bloggers) (2017, April 28). Policy by, with, and for all students: How to make public education work. Brown Center on Education Policy, Brown Center Chalkboard, Brookings Institution. Available at: https://www.brookings.edu/blog/brown-center-chalkboard/2017/04/28/policy-by-with-and-for-all-students-how-to-make-public-education-work/
WORKS IN PROGRESS:
Walls, T. E., Cornejo, M. N. B. and Wilde, J. (In Progress). Critical professional development and social justice: Developing liberatory praxis through critical inquiry teacher action groups
Walls, T. (In Progress). Rac(e)ing educational leadership: Employing critical race praxis to prepare school leaders for social justice
Zwicky, C. and Walls, T. (In Progress). Transforming curriculum, exploring identity, and cultivating culturally responsive educators: Employing critical race praxis to examine the development of teachers and educational leaders committed to equity and justice.
Walls, T., Reid, E., Boone, K., Bell, L., Fudge, T., Goodall, A., and Holley E. (In Progress). Code switching, restorative justice, and walking back in! How Black girls pushed out, push back!
Walls, T. (In Progress). Rac(e)ing educational leadership: Employing critical race praxis to prepare school leaders for social justice
Zwicky, C. and Walls, T. (In Progress). Transforming curriculum, exploring identity, and cultivating culturally responsive educators: Employing critical race praxis to examine the development of teachers and educational leaders committed to equity and justice.
Walls, T., Reid, E., Boone, K., Bell, L., Fudge, T., Goodall, A., and Holley E. (In Progress). Code switching, restorative justice, and walking back in! How Black girls pushed out, push back!