Marshall, S. A., & Rivera, A. (2023). More than multilingual: Investigating teachers’ learning to support multilingual students through an intersectional lens. The Educational Forum, 1-15. https://doi.org/10.1080/00131725.2023.2180123
Marshall, S. A., McClain, J. B., & McBride, A. (2023). Reframing translanguaging practices to shift mathematics teachers’ language ideologies. International Journal of Qualitative Studies in Education, 1-14. http://dx.doi.org/10.1080/09518398.2023.2178683
Schneeberger McGugan, K., Horn, I. S., Garner, B., & Marshall, S. A. (2023). “Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103934
Marshall, S. A. & Buenrostro, P. M. (2021). What makes mathematics teacher coaching effective? A call for a justice-oriented perspective. Journal of Teacher Education, 72(5), 594-606. https://doi.org/10.1177/00224871211019024
Chen, G. A., Marshall, S. A., & Horn, I. S., (2021). ‘How do I choose?’: Mathematics teachers’ sensemaking about pedagogical responsibility. Pedagogy, Culture, & Society, 29(3), 379-396. https://doi.org/10.1080/14681366.2020.1735497