Thomas, E.E. & Stornaiuolo, A. (2016). Restorying the self: Bending toward textual justice. Harvard Educational Review, 86(3), 313-338.
Thomas, E. E., & Warren, C. A. (2015). Making it relevant: How a Black male teacher sustained professional relationships through culturally responsive discourse. Race Ethnicity and Education.
Thomas, E. E. (2015). “We always talk about race!”: Navigating race talk dilemmas in the teaching of literature. Research in the Teaching of English, 50(2), 154-175.
Thomas, E. E., Reese, D., & Lesesne, T. S. (2015). Re-envisioning and (re)reading: Examining problematic texts. The ALAN Review, 42(3), 68–72.
Levy, B., Thomas, E. E., Drago, K., & Rex, L. A. (2013). Examining studies of inquiry-based learning in three fields of education: Sparking generative conversation. Journal of Teacher Education, 64(5), 387–408.
Thomas, E. E. (2013). Dilemmatic conversations: Some challenges of culturally responsive discourse in a high school English classroom. Linguistics and Education, 24(3), 328–347.
Thomas, E. E. (2013). African American children’s literature: Liminal terrains and strategies for selfhood. In J. Naidoo & S. Park (Eds.), Diversity in youth literature: Opening doors through reading. New York, NY: American Library Association Editions.
Thomas, E. E., & Brooks-Tatum, S. R. F. (Eds.). (2012). Reading African American experiences in the Obama era: Theory, advocacy, activism. New York, NY: Peter Lang.
Sassi, K., & Thomas, E. E. (2012). "If you weren’t researching me and a friend...": The Mobius of friendship and mentorship as methodological approaches to qualitative research. Qualitative Inquiry, 18(10), 830–842.
Thomas, E. E. (2012). The next chapter of our story: Rethinking African American metanarratives in schooling and society. In E. E. Thomas & S. R. F. Brooks-Tatum (Eds.), Reading African American experiences in the Obama era: Theory, advocacy, activism. New York, NY: Peter Lang.
Thomas, E. E., & Sassi, K. (2011). An ethical dilemma: Talking about plagiarism and academic integrity in the digital age. English Journal, 100(6), 47–53.
Thomas, E. E. (2011). Landscapes of city and self: Place and identity in urban young adult literature. The ALAN Review, 38(2), 13–22.
Rex, L. A., Thomas, E. E., & Engel, S. (2010). Applying Toulmin: Teaching logical reasoning and argumentative writing. English Journal, 99(6), 56–62.
Thomas, E. E. (2009). The pleasures of dreaming: How Lucy Maud Montgomery shaped my lifeworlds. In R. S. Trites & B. Hearne (Eds.), A narrative compass: Women’s scholarly journeys. Urbana & Chicago, IL: University of Illinois Press.
Thomas, E. E. (2008). Everything she knew: Race, nation, language, and identity in Philip Pullman’s The Broken Bridge. Sankofa: A Journal of African Children’s and Young Adult Literature, 7, 50–57.
Sassi, K., & Thomas, E. E. (2008). Walking the talk: Examining privilege and race in a ninth-grade classroom. English Journal, 97(6), 25–31.