Manz, E., Allen, C. (2017). Supporting evidence construction practices in elementary classrooms. Reframing Science Teaching and Learning: Students and Educators Co-Developing Science Practices in and Out of School. 79. Taylor \& Francis.
Allen, C. (2020). The Role of Productive Ambiguity in Shaping Teachers’ Sensemaking and Implementation of Education Reform. https://repository.isls.org/handle/1/6463
Van Horne, K., Allen, C., DiGiacomo, D., Chang-Order, J., Van Steenis, E. (2016). Brokering In and Sustained Interest-Related Pursuits: A Longitudinal Study of Connected Learning.
Allen, C., Eisenhart, M. (2016). Fighting for Desired Versions of a Future Self: Young African American Women's STEM-related Identity Negotiations in High School. Singapore: International Society of the Learning Sciences.
Allen, C. (2016). Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.
Allen, C. D., Heredia, S. C. (2021). Viewing organizational barriers as levers for teacher learning in the context of science education reform. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2020.1794292
Allen, C. (2020). Teacher, Researcher, Designer: Expanding What Counts as “STEM” through Science Museum Internships. Other. https://niost.org/Afterschool-Matters-Fall-2020/teacher-researcher-designer
Eisenhart, M., Allen, C. (2020). Addressing underrepresentation of young women of color in engineering and technology through the lens of sociocultural practice theory. Cultural Studies of Science Education.
Allen, C., DiGiacomo, D. K., Van Horne, K., Penuel, W. R. (2018). Pursuing interests and getting involved: Exploring the conditions of sponsorship in youth learning. Other. (33), 120--129.
Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., Allen, C. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education. 101(5), 681--715.
Allen, C., Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Other. 26(3), 407--436. Routledge. https://doi.org/10.1080/10508406.2017.1294985
Eisenhart, M., Allen, C. (2016). Hollowed out: Meaning and authoring of high school math and science identities in the context of neoliberal reform. Other. 23(3), 188--198. Routledge.
Zion, S., Allen, C., Jean, C. (2015). Enacting a critical pedagogy, influencing teachers’ sociopolitical development. The Urban Review. 47(5), 914--933. Springer Netherlands.
Eisenhart, M., Weis, L., Allen, C., Cipollone, K., Stich, A., Dominguez, R. (2015). High school opportunities for STEM: Comparing inclusive STEM-focused and comprehensive high schools in two US cities. Journal of Research in Science Teaching. 52(6), 763--789.
Weis, L., Eisenhart, M., Cipollone, K., Stich, A. E., Nikischer, A. B., Hanson, J., Ohle Leibrandt, S., Allen, C., Dominguez, R. (2015). In the guise of STEM education reform: Opportunity structures and outcomes in inclusive STEM-focused high schools. American Educational Research Journal. 52(6), 1024--1059. SAGE Publications Sage CA: Los Angeles, CA.
Allen, C., Penuel, W. R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education. 66(2), 136--149. Sage Publications Sage CA: Los Angeles, CA. https://doi.org/10.1177/0022487114560646
Kornbluh, M., Ozer, E. J., Allen, C., Kirshner, B. (2015). Youth participatory action research as an approach to sociopolitical development and the new academic standards: Considerations for educators. The Urban Review. 47(5), 868--892. Springer Netherlands.