Bowman, T. & Morrison, D. (Eds.). (2021). Empowering climate action in the United States. Part of Resetting Our Future Series. Changemaker Books.
Morrison, D., Annamma, S.A., & Jackson, D. (Eds.). (2017). Critical race spatial analysis: Mapping to understand and address educational inequity. Sterling, VA: Stylus Publishing. Peer Reviewed.
Mendoza, E., Kirschner, B., & Gutierrez, K. (Eds). (2018). Power, Equity, and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth. Charlotte, NC: Information Age Press. Peer Reviewed.
Pennell, S., Boyd, A., Parkhouse, H., & LaGarry, A. (Eds.). (2018). Possibilities in Practice: Social Justice Teaching in the Disciplines. Peter Lang. Peer Reviewed.
Urban, M. & Falvo, D. (Eds.). (2015). Improving K-12 STEM Education Outcomes through Technological Integration. Advances in Early Childhood and K-12 Education (AECKE), University of North Dakota.
Andrade, H. Bennett, R. E., & Cizek, G. J. (Eds). (2019). Handbook of Formative Assessment, Volume Two. New York, NY: Routledge.
Furtak, E. M. (2018). Teacher participation in formative assessment practice with learning progressions. NY, New York: Routledge.
Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
Furtak, E.M., Glasser, H.M., & Wolfe, Z.M. (2016). The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning. NSTA Press.
For work in progress, please see full Vita.