Fortney, B., Morrison, D., Rodriguez, A. J., & Upadhyay, B. (2019). Equity in Science Teacher Education: Toward an Expanded Definition. Editorial for Special Issue of Cultural Studies in Education, 14(2), p.265-281.

Morrison, D. & Steltzer, H. (In Press). Diverse values, philosophies and ideas beget innovation and resilience in ecology and for our world. Invited forum article in response to “Developing the ecological scientist mindset among underrepresented students in ecology fields” by Bowser & Cid in upcoming issue of Ecological Applications.

Bowman, T., Cintron-Rodriguez, I., Crim, H., Damon, T., Dandridge, C., Kretser, J., Morrison, D., Niepold, F., Poppleton, K., Spitzer, W., & Weiland, L. (Accepted, Resubmitted with Revision). Building capacity, momentum and a culture of climate action in the United States. Environmental Research Letters. Article reference: ERL-109417.

Furtak, E. M., Kang, H., Pellegrino, J., Harris, C., Krajcik, J., Morrison, D., Bell, P., Lakhani, H., Suárez, E., Buell, J., Nation, J., Henson, K., Fine, C., Tschida, P., Fay, L., Biddy, Q., Penuel, W., & Wingert, K. (2020). Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (p.1487-1494). Nashville, Tennessee: International Society of the Learning Sciences.

Rodriguez, A. J. & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity and social justice in science education. Cultural Studies in Science Education, 14(2), p.259-263.

Morrison, D., & Bell, P. (2018). Equity and STEM pedagogy: Explorations of STEM Teaching Tools that link research and practice. In H. A. Roop (Convener), PA21A: Communication of Science: Practice, research, and reflection I at the American Geophysical Union Fall Meeting, Dec. 10-14, 2018, Washington, DC, USA.

Annamma, S. A. & Morrison, D. (2018). Identifying dysfunctional education ecosystems: A DisCrit analysis of bias in the classroom. Equity & Excellence in Education, 51(2), p.114-131.

Morrison, D., Tesoriero, G., & Bell, P. (2018). Shifting educational activity systems: A cross-case analysis of science education reform efforts in large scale systems. Proceedings of the 13th International Conference of the Learning Sciences, 3, 1729-30). International Society of the Learning Sciences held in London on June 24-27, 2018.

Annamma, S. A. & Morrison, D. (2018). DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education landscapes. Teaching and Teacher Education, 73, 70-80.

Morrison, D. (2018). Whose interests and under whose control?: Interest convergence in science-focused school-community collaborations. Cultural Studies in Science Education, 13(1), 85-91.

Annamma, S. A., Jackson, D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race, Ethnicity and Education, 20(2), 147-162.

Heredia, S. C., Furtak, E. M., & Morrison, D. (2016). Exploring the influence of plant and animal item contexts on student response patterns to natural selection multiple choice items. Evolution: Education and Outreach, 9(1), 10.

Furtak, E. M., Kiemer, K., Circi, R., Swanson, R., de Leon, V. A., Morrison, D., & Heredia, S. (2016). Teachers' Formative Assessment Abilities and Their Relationship to Student Learning: Findings from a Four-Year Intervention Study. Instructional Science, 44, 267-291.

de León, V., Furtak, E. M., Morrison, D., & Swanson, R. (2016). Learning Progressions as Tools for Classroom Practice. Proceedings of the 12th International Conference of the Learning Sciences, 2 – Transforming Learning, Empowering Learners (pp.1247–1248). International Society of the Learning Sciences.

Heredia, S. C., Furtak, E.M., Morrison, D., & Renga, I. (2016). Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design. Journal of Science Teacher Education.

Gold, A. U., Kirk, K. B., Morrison, D., Lynds, S., Sullivan, S. M. B., Grachev, A., & Persson, O. (2015). Arctic Climate Connections Curriculum - A Model For Bringing Authentic Data Into The Classroom. Journal of Geoscience Education, 63(3), 185-197. Curriculum found at CIRES Education and Outreach.

Annamma, S. A., Morrison, D., & Jackson, D. (2014). Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline, and Special Education in the School-to-Prison Pipeline. Berkeley Review of Education, 5(1), 53-87.

Furtak, E. M., Morrison, D., & Kroog, H. (2014). Investigating the Link Between Learning Progressions and Classroom Assessment. Science Education, 98(4), 640-673.

Furtak, E. M., Morrison, D., & Henson, K. (2010). Centering a Professional Learning Community on a Learning Progression for Natural Selection: Transforming Community, Language, and Instructional Practice. Proceedings of the 9th International Conference of the Learning Sciences, 1, 129–136). International Society of the Learning Sciences.

Creed, I. F., Webster, K. L., Morrison, D. L. (2004). A comparison of techniques for measuring density and concentrations of carbon and nitrogen in coarse woody debris at different stages of decay. Canadian Journal of Forest Research, 34, 744-753.

Creed, I. F., Morrison, D. L., Nicholas, N. S. (2004). Is coarse woody debris a net sink or source of nitrogen in the red spruce/Fraser fir forest of the southern Appalachians, U.S.A.? Canadian Journal of Forest Research, 34(3), 716-727.

For work in progress, please see full Vita.