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Recent Articles in Refereed Journals

Brantlinger, A. (2022, March). Critical and Vocational Mathematics: Authentic Problems for Historically Marginalized Students. Journal for Research in Mathematics Education.

Callahan, P. & Brantlinger, A. (accepted for publication). Wonderful Incentives, Fulfilling Career, Giving Back, and Classroom ASAP! Alternative Route Teachers’ Reasons for Entry and Retention. Education and Urban Society.

Grant, A. & Brantlinger, A. (accepted for publication). Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools. Teachers College Record.

Hurst, C., & Brantlinger, A. (2022). Patterns in critical incidents: Understanding teacher retention through career decision making. Teaching and Teacher Education, 109, 1-12. 

Brantlinger, A. (2021). Entering, Staying, Shifting, Leaving, and Sometimes Returning: A Descriptive Analysis of the Career Trajectories of Two Cohorts of Alternatively Certified Mathematics Teachers. Teachers College Record, 123(9), 1-29.

Cooley, L., Brantlinger, A., Hannaford-Simpson, S., & Shahid, R. (2021). Presumed proficiencies, credentialism, and the pedagogy of poverty: Mathematics teachers from selective alternative route programs. Journal of Mathematics Teacher Education, 24(1), 61-87. 

Brantlinger, A., Grant, A., Miller, J., Viviani, W., Cooley, L., & Griffin, M. (2020). Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows. Educational Policy, 1-34. 

Brantlinger, A. (2020). The Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools: A Critique of the Best and Brightest Teacher Agenda. Urban Education 55(7), 1076–1104.  

Recent  Policy Briefs or Book Chapters

Brantlinger, A. & Griffin, M. (2019).  Review of “The Effectiveness of  Secondary Math Teachers from Teach For America and the Teaching Fellows Programs” (Institute  of Education Sciences, September 2013). Boulder, CO: National Education Policy Center. Retrieved  from .

Branltinger, A. (2018). Humanizing and dehumanizing trends in a critical mathematics classroom. In C. Knipping, H. Straehler-Pohl, & U. Gellert (Eds.) Inside the mathematics classroom: Sociological perspectives on participation, inclusion, and enhancement. Dordrecht: Springer.