Reyes, C. (2019) Practicing “unsettled listening” to the migration narratives of young adolescent refugees. Special Issue: Trauma informed Practices. Middle School Journal, 50(4), 16-25.
Reyes, C. (2019). An English learner as a cultural broker for youth interviews. The Qualitative Report, 24(3), 532-549.
Reyes, C., and Bishop, P. (2019). What visualizing strategic reading means for young adolescents. Journal of Visual Literacy, 39(4).
Gerstl-Pepin, C., and Reyes, C. (2018). Entering the political fray: The role of public education scholars in media debates. In Baroutsis, A., Riddle, S., and Thomson, P. (Eds.) Making Education Research Public. (pps. 99-118). Abingdon-on-Thames, UK: Routledge.
Tinkler, A., Tinkler, B., Reyes, C., & Elkin, S. (2018). Critical service-learning: Learning through experience to advance teacher education. Journal of Experiential Education, 42(1), 65-78.
Reyes, C. & Brinegar, C. (2016) Lessons learned: Using the literacy histories of education students to equitize literacy instruction for young adolescents. International Journal of Teaching and Teacher Education, Vol. 59, 327-337.
Gerstl-Pepin, C. & Reyes, C. (Eds.) (2015) Reimagining the Public Intellectual in Education: Making Scholarship Matter. Bern, Switzerland: Peter Lang, Inc.
Reyes, C. & Netcoh, S. (2015). A nascent look at theoretical frameworks in middle level education research. Middle Grades Review. Vol. 1, No. 1, Article 3.
Yoon, Malu, Schaefer, Reyes, & Brinegar (2015) Comprehensive and critical review: Current middle grades research and practice: 2000-2013. Middle Grades Research Journal, Vol. 10(1), 1-16.
Brinegar, K. & Reyes, C. (2014). “Becoming a literate being:” Pre-Service teachers using digital stories to reflect on personal narratives. In Malu, K. & Schaefer, M.B. Research on Teaching and Learning Literacy with Young Adolescents. Vol. 10 in The Handbook of Research in the Middle Level Education. Information Age Publishing.
Reyes, C. & Bishop, P. (2014). The hazards of engaging teacher identity in a pre-service middle level program. In Jenlink, P. (Ed.) Teaching Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society. Chpt. 5. Rowman & Littlefield: Lanham, MD.
Reyes, C. & Clark, B. (2013). Exploring writing through the digital story with English Language Learner: A collaborative approach. In Nagle, J. (2013). Creating Collaborative Learning Communities to Improve English Learner Instruction: College Faculty, School Teachers, and Pre-service Teachers Learning Together in the 21st Century. Information Age Publishing, pps. 43-60.