Haines, S., Tinkler, A., Clark/Keefe, K., Kotsiopoulos, A., Shepherd, K. & Gerstl-Pepin, C. (2017). “let’s just stop and take a breath”: An organic approach to mindfulness practice in a high poverty elementary school. LEARNing Landscapes Journal, 10(2), 189-205.
Clark/Keefe, K. & Gilway, J. (2016). Attuning to the interstices of arts-based research and the expressive arts: An experiment in expanding the possibilities for creative approaches to inquiry. Learning Landscapes, 9(2), 159-180.
Clark/Keefe, K. (2014a). Becoming artist, becoming educated, becoming undone: Toward a nomadic perspective of college student identity development. International Journal of Qualitative Studies in Education, 7(1), 110-134. DOI: 10.1080/09518398.2012.737048.
Clark/Keefe, K. (2014b). Registering Rachel: Untamed artistic arrivals in the crease of educational ‘conformativity’. Mixed media visual artwork with accompanying essay in Visual Inquiry: Learning and Teaching Art, 3(2), 168-170. DOI: 10.5406/visuartsrese.38.2.0110.
Clark/Keefe, K. (2014c). Suspended animation: Attuning to material-discursive data and attending via art making during somatographic inquiry. Qualitative Inquiry 20(6), 790-800. DOI: 10.1177/1077800414530263
Journal Impact factor: 1.674, values from Thomson Reuters. I,
Clark/Keefe, K., Gilway, J. & Miller, E. (2013). Maps, flesh, and the radicant: Mobilizing the expressive arts to do a translation of ‘science-as-usual’.Poiesis: A Journal of the Arts and Communication, 15, 90-105. .
Miller, V., Plato, K., Clark/Keefe, K., Henson, J. & Atkins, S. (2013). Love letters, postcards, and Post-it© notes about pedagogy, ways of knowing and arts-based research. Poeisis: A Journal of the Arts and Communication, 15, 22-35.
Clark/Keefe, K. (2012). A/R/Tographic back tracks. Painting and mixed media visual artwork with accompanying essay in Visual Arts Research, 38(2), 110-111. DOI: 10.5406/visuartsrese.38.2.0110.
Clark/Keefe, K. (2009). Between antagonism and surrender: Using art to dwell more resolutely in irresolution. Creative Approaches to Research, 2(1), 22-35. Citations: 5 (Google Scholar).
Jewiss, J. & Clark/Keefe, K. (2007). On a personal note: Practical pedagogical activities to foster the development of “reflective practitioners.” American Journal of Evaluation, 28(3), 334-347.
Clark/Keefe, K. A. (December, 2006). Degrees of separation: An ourstory about working-class and poverty-class academic identity. Qualitative Inquiry, 12(6), 1180-1197.
Clark/Keefe, K. (2006). Grandpa Mitchell: A poetic and visual expression of love and loss. Visual artwork and accompanying poem and artist statement in Headwaters: Appalachian Journal of Expressive Arts Therapy, 3, 7-8. Acceptance rate 40%. PR
Furney, K. S., Hasazi, S. B., & Clark/Keefe, K. (2005). Multiple dimensions of reform: The impact of state policies on special education and supports for all students. Journal of Disability Policy Studies, 16(3), 169-176.
Furney, K., Aiken, J., Hasazi, S. B. & Clark/Keefe, K. (September, 2005). Meeting the needs of all students: Contributions of effective school leaders. The Journal of School Leadership, 15, 546-570.
Clark/Keefe, K. (2005). Dance of dissonance. Visual artwork and accompanying poem and artist statement in Headwaters: Appalachian Journal of Expressive Arts Therapy, 2, 16-17. PR
Furney, K., Hasazi, S. B., Clark/Keefe, K., & Hartnett, J. (2003). A longitudinal analysis of shifting policy landscapes in special and general education reform. Exceptional Children, 70 (1), 81-94.
Clark/Keefe, K. (2002). A fine line: Integrating artful practices and fieldwork in the study of self-conceptualization. Alberta Journal of Educational Research, XLVIII(3), CD-ROM.
Busier, H., Clark, K., Esch, R., Glesne, C., Pigeon, Y. & Tarule, J. (1997). Intimacy in research. The International Journal of Qualitative Studies in Education 10(2), 165-170.
Clark/Keefe, K. (2010). Invoking Mnemosyne: Art, memory and the uncertain emergence of a feminist embodied methodology. Rotterdam, The Netherlands: Sense Publications.
Clark/Keefe, K. & Miller, V. (2017). Expanding the radius of concern and hope among 21st century educational leaders through somatic and social justice pedagogy. In V. Miller (Ed.), Educational leadership for an apocalyptic moment of hope. Charlotte, NC: Information Age Publishing.
Clark/Keefe, K., Gilway, J. & Miller, E. (2017). Crafting maps, attuning to flesh, and dancing the radicant: Mobilizing the expressive arts and arts-based research to do a conceptual translation of ‘science as usual’. In E.G. Levine & S.K. Levine (Eds.), The Play of Poiesis: Expressive Arts in Therapy, Education, Research and Social and Ecological Change. London: Jessica Kingsley Publications.
Clark/Keefe, K. & Miller, V. (2012). Transpositions towards becoming leading subjects. In J. Aiken & C. Gerstl-Pepin (Eds.), Defining social justice leadership in a global context: The changing face of educational supervision (pp. 189-208). Charlotte, NC: Information Age Publishing.
Miller, V. & Clark/Keefe, K. (2010). Breakthroughs, breakdowns and some productive pedagogical paradoxes of virtual learning. In T. Volkan Yuzer and G. Kurubacak (Eds.) Transformative learning and online education: Aesthetics, dimensions, and concepts (pp. 142-153). Hershey, PA: IGI Global.
Clark/Keefe, K., Morgan, P., & Hasazi, S. B. (2003). Connecting authentic knowledge and academic accountability. In W. Owings & L. Kaplan (Eds.), Best practices, best thinking and emerging issues in educational leadership (pp. 155-162). Thousand Oaks, CA: Corwin Press.