Kavanagh, S.S. & Rainey, E. (2017). Learning to support adolescent literacy: Teacher educator pedagogy and novice teacher take up in secondary English language arts teacher preparation. American Educational Research Journal. Advanced online publication. DOI: 10.3102/0002831217710423
Von Esch, K. & Kavanagh, S.S. (2017). Preparing mainstream classroom teachers of English language learner (EL) students: Grounding practice-based designs for teacher learning in theories of expertise development. Journal of Teacher Education. Advanced online publication. DOI: 10.1177/0022487117717467
Reisman, A., Kavanagh, S.S., Monte-Sano, C., Fogo, B., Simmons, E., Cipparone, P. (2017). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education. Advanced online publication. DOI: 10.1177/0022487117707463
Kavanagh, S.S. (2017). Practicing Social Justice: Towards a Practice-Based Approach to Learning to Teach for Social Justice. In Brandenburg, R., Glasswell, K., Jones, M., Ryan, J. (Eds.), Reflective theories in teacher education practice: Process, impact, and enactment (pp. 161-175). Singapore: Springer.
Kavanagh, S. S. (2016). The promise of anonymity: Investigating the instructional practice of ELA teachers who teach LGBTQ content. Teachers College Record, 118(12), 1–36.
Kavanagh, S. S. (2016). From contagious to resilient and beyond: A periodization of educational research on LGBTQ issues from Stonewall to today. International Journal of Multicultural Education, 18(3), 95–113.
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64, 378–386.