Dawson, C., & Sieben, N. (2021). Writing-rich workshops as pathways for transformative teacher learning. English Leadership Quarterly 44(1), 12-16. Honorable Mention: 2022 Conference on English Leadership English Leadership Quarterly Best Article Award.
Dawson, C. (2021). Creating dialogic spaces through collaborative writing. The English Record 71(2), 61–77.
Dawson, C., Fenton, S., & Ruby, R. (2020). From Bystander to community: A school-wide journey in literacy and social-emotional learning. Voices from the Middle 27(3), 33-38. Honorable Mention: Linda Rief Award.
Dawson, C., & Case, A.F. (2020). Upcycling the edTPA: Practicing advocacy. In Fleischer, C., & Garcia, (Eds.) Everyday advocacy: Teachers who change the literacy narrative. New York, NY: W. W. Norton and Company.
Dawson, C., Ponzio, C., Robinson, N.L., VanRiper, J., & Hanson, K. (2020). Composing advocacy as teacher-writers. In Fleischer, C., & Garcia, A. (Eds.) Everyday advocacy: Teachers who change the literacy narrative. New York, NY: W. W. Norton and Company.
Dawson, C. (2018). Visual thinking strategies in the English classroom: Empowering students to interpret unfamiliar texts. Voices from the Middle 26(1), 44-48.
Dawson, C. (2017). The teacher-writer: Creating writing groups for personal and professional growth. New York: Teachers College Press.
Dawson, C. (2017). From cooking lessons to the writing workshop: Reflections on teaching and learning. Teachers, Profs, Parents: Writers Who Care. Peer-reviewed blog sponsored by the Conference on English Education’s Commission on Writing Teacher Education.
Dawson, C. (2017). Composing poetry and a writer’s identity: Positive social updrafts in a community of writers. In Smagorinsky, P. (Ed.) Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance. New York: Palgrave Macmillan.
Dawson, C., Hanson, K., Ponzio, C., Robinson, E., & VanRiper, J. (2013). “Trying to find “the funny”: A teacher writing group’s inquiry into humor writing. (Research for the classroom column). English Journal 102(6).
Applebee, A., Langer, J., with Wilcox, K.C., Nachowitz, M., Mastroianni, M., & Dawson, C. (2013). Writing instruction that works: Proven methods for middle and high school classrooms. New York: Teachers College Press.
Dawson, C. (2013). Writing in the English language arts. In A. Applebee, J. Langer, K. C. Wilcox, M. Nachowitz, M. Mastroianni, & C. Dawson. Writing instruction that works: Proven methods for middle and high school classrooms. New York: Teachers College Press.
Dawson, C., Robinson, E., Hanson, K., VanRiper, J., & Ponzio, C. (2013). Creating a breathing space: An online teachers’ writing group. English Journal 102(3).
Whitney, A. E., Anderson, K., Dawson, C., Kang, S., Olan, E., Olcese, N., & Ridgeman, M. (2012). Audience and authority in the professional writing of teacher-authors. Research in the Teaching of English 46(4), 390-419.
Dawson, C. (2009). Beyond checklists and rubrics: Engaging students in authentic conversations about their writing. English Journal 98(5), 66-71.
Christine Dawson 