| The intersectional gap: How bilingual students in the United States are excluded from inclusion M Cioè-Peña International Journal of Inclusive Education 21 (9), 906-919, 2017 | 102 | 2017 |
| Raciolinguistics and the education of emergent bilinguals labeled as disabled M Cioè-Peña The Urban Review 53 (3), 443-469, 2021 | 88 | 2021 |
| Bilingualism for students with disabilities, deficit or advantage?: Perspectives of Latinx mothers M Cioè-Peña Bilingual Research Journal 43 (3), 253-266, 2020 | 66 | 2020 |
| Declaring freedom: Translanguaging in the social studies classroom to understand complex texts BA Collins, M Cioè-Peña Translanguaging with multilingual students, 118-139, 2016 | 50 | 2016 |
| Planning inclusion: The need to formalize parental participation in individual education plans (and meetings) M Cioè-Peña The Educational Forum 84 (4), 377-390, 2020 | 47 | 2020 |
| (M) othering labeled children: Bilingualism and disability in the lives of Latinx mothers M Cioè-Peña Multilingual Matters, 2021 | 45 | 2021 |
| TrUDL, a path to full inclusion: The intersectional possibilities of translanguaging and universal design for learning M Cioè‐Peña Tesol Quarterly 56 (2), 799-812, 2022 | 43 | 2022 |
| Translanguaging for Social Justice M Cioè-Peña, T Snell Theory, Research, and Action in Urban Education (TRAUE) 4 (1), 2015 | 30 | 2015 |
| The master's tools will never dismantle the master's school: Interrogating settler colonial logics in language education M Cioè-Peña Annual Review of Applied Linguistics 42, 25-33, 2022 | 25 | 2022 |
| Dual language and the erasure of emergent bilinguals labeled as disabled (EBLADs) M Cioè-Peña Bilingualism for all, 63-87, 2020 | 24 | 2020 |
| Performing the good (im) migrant: Inclusion and expectations of linguistic assimilation V Migliarini, M Cioè-Peña International Journal of Inclusive Education 28 (11), 2490-2509, 2024 | 22 | 2024 |
| Computers secured, connection still needed: Understanding how COVID-19-related remote schooling impacted Spanish-speaking mothers of emergent bilinguals with dis/abilities M Cioè-Peña Journal of Latinos and Education 21 (3), 224-238, 2022 | 19 | 2022 |
| Disability, Bilingualism and What it Means to Be Normal. M Cioè-Peña Journal of Bilingual Education Research & Instruction 19 (1), 138-160, 2017 | 16 | 2017 |
| From pedagogies to research: Engaging with culturally and linguistically diverse families of students with dis/abilities M Cioè-Peña Teachers College Record 123 (12), 38-66, 2021 | 14 | 2021 |
| The burden of ‘nativeness’: Four plurilingual student-teachers’ stories M Cioè-Peña, E Moore, LM Rojo Bellaterra Journal of Teaching & Learning Language & Literature 9 (2), 32-52, 2016 | 14 | 2016 |
| Remote schooling supports for linguistically diverse parents of students with disabilities M Cioè-Peña Intervention in School and Clinic 58 (2), 110-117, 2022 | 13 | 2022 |
| Translanguaging within the Monolingual Special Education Classroom M Cioè-Peña Theory, Research, and Action in Urban Education (TRAUE) 4 (1), 2015 | 13 | 2015 |
| Perfect or Mocha: Language policing and pathologization J Phuong, M Cioè-Peña DisCrit expanded: Reverberations, ruptures, and inquiries, 129-146, 2022 | 10 | 2022 |
| Yo soy su mama M Cioè-Peña Latinx mothers raising emergent bilinguals labeled as dis/abled, 2018 | 10 | 2018 |
| Descriptive inquiry at the margins M Cioè-Peña Schools 19 (2), 306-329, 2022 | 9 | 2022 |
Brian A. CollinsAssociate Professor, Hunter CollegeZweryfikowany adres z hunter.cuny.edu