| Whose definition of success? Identifying factors that affect English language learners' access to academic success and resources J Sharkey, C Layzer TESOL quarterly 34 (2), 352-368, 2000 | 185 | 2000 |
| Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia J Sharkey, A Clavijo Olarte, LM Ramírez Journal of Teacher Education 67 (4), 306-319, 2016 | 133 | 2016 |
| Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry MM Peercy, J Sharkey, L Baecher, S Motha, M Varghese TESOL Journal 10 (4), e482, 2019 | 99 | 2019 |
| Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base MM Peercy, J Sharkey Language Teaching Research 24 (1), 105-115, 2020 | 93 | 2020 |
| ESOL teachers' knowledge of context as critical mediator in curriculum development J Sharkey TESOL quarterly 38 (2), 279-299, 2004 | 87 | 2004 |
| Lives stories don’t tell: Exploring the untold in autobiographies J Sharkey Curriculum Inquiry 34 (4), 495-512, 2004 | 87 | 2004 |
| Community-based pedagogies and literacies in language teacher education: Promising beginnings, intriguing challenges J Sharkey Íkala, revista de lenguaje y cultura 17 (1), 9-13, 2012 | 70 | 2012 |
| The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations J Sharkey Language Teaching Research 22 (5), 570-589, 2018 | 52 | 2018 |
| Community-based pedagogies: Projects and possibilities in Colombia and the United States J Sharkey, A Clavijo-Olarte Breaking the mold of education for culturally and linguistically diverse …, 2012 | 44 | 2012 |
| The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power J Sharkey, KE Johnson TESOL, 2003 | 40 | 2003 |
| Can we praxize second language teacher education? An invitation to join a collective, collaborative challenge J Sharkey Íkala, Revista de Lenguaje y Cultura 14 (22), 125-150, 2009 | 38 | 2009 |
| Promoting the value of local knowledge in ESL EFL teacher education through community-based field assignments J Sharkey, A Clavijo-Olarte Projetos e praticas na formação de professores de língua inglesa, 39-58, 2012 | 33 | 2012 |
| Self-study of language and literacy teacher education practices: Culturally and linguistically diverse contexts J Sharkey, MM Peercy Emerald Publishing, 2018 | 31 | 2018 |
| Helping students become better learners J Sharkey Tesol Journal 4 (2), 18-23, 1994 | 21 | 1994 |
| Dialogues around revisiting the Colonial in the Postcolonial: Critical praxis for Nonnative-English-Speaking teachers in a TESOL Program C Chacón, L Alvarez, J Brutt-Griffler, K Samimy The TESOL Quarterly Dialogues. Rethinking Issues of Language, Culture, and …, 2003 | 18 | 2003 |
| Self-study and English language teaching MM Peercy, J Sharkey International handbook of self-study of teaching and teacher education …, 2020 | 14 | 2020 |
| Breaking the mold of education for culturally and linguistically diverse students A Honigsfeld, A Cohan R&L Education, 2012 | 14 | 2012 |
| Being a reflexive practitioner and scholar in TESOL: Methodological considerations J Sharkey, MM Peercy, A Solano-Campos, L Schall-Leckrone Becoming and being a TESOL teacher educator, 127-146, 2021 | 13 | 2021 |
| Critical media literacy as an English language content course in Japan C Layzer, J Sharkey Intermediality, 155-182, 2018 | 11 | 2018 |
| Who’s educating the teacher educators? The role of self-study in teacher education practices (S-STEP) in advancing the research on the professional development of second … J Sharkey Íkala, Revista de Lenguaje y Cultura 23 (1), 15-18, 2018 | 10 | 2018 |