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Thousand Oaks, CA: Corwin, a SAGE Company. 

Hatchimonji, D.R., Linksy, A.V., Elias, M.J. (2017). Cultivating noble purpose in urban middle schools: a missing piece in school transformation.  Education, 138(2), 162-178.   

Morales-Chicas, J., Agger, C. (2017).  The effects of teacher collective responsibility on the  mathematics achievement of students who repeat algebra. Journal of Urban Mathematics Education, 10(1), 52-73. 

Rubel, L. (2017). Equity-directed instructional practices: beyond the dominant perspective. Journal of Urban Mathematics Education, 10(2), 66-105. 

Tate, W.F., Anderson, C.R., Tate, D.A. (2018). “SUM” is better than nothing: toward a  sociology of urban mathematics education. Journal of Urban Mathematics Education,  11(1&2), 31-44.  

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Wickstrom, M., Gregson, S. (2017). Responding to inequities in mathematics education:  opening spaces for dialogue. Journal of Urban Mathematics Education, 10(1), 16-31. 

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