Stevens, L.P., & Bean, T.W (2007) Critical literacy: Context, research, and practice in the K-12 classroom. New York: Sage.
Vadeboncoeur, J. & Stevens, L.P. (Eds). (2005). Reconstructing the ‘adolescent’: Sign, symbol, and body. New York: Peter Lang.
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Stevens, L.P., & Mitchell, J. (2006)Anti-Bias education through democratic discourse: Working between pedagogy and diversity in teacher education. Action in Teacher Education 28(2).
Stevens, L.P., Hunter, L., Carrington, V., Pendergast, D., & Bahr, N. (2007) Reconfiguring "adolescence": Ambiguous bodies in ambivalent settings. Australia Educational Research.
Stevens, L.P. (submitted) Shared and disparate generational literacy practices: the middle school classroom as disputed subjective space. Journal of
Dudley-Marling, C., Jackson, J.G., & Stevens, L.P. (2006) Educational reform: A disrespecting of childhood. Phi Delta Kappan.
Stevens, L. P. (2005). Early literacy policy: National and local instantiations. Critical Issues in Language Planning
Stevens, L. P. (2004). What’s so critical about critical literacy? Literate Futures and Education Views, 53, 15-16.
Stevens, L.P. (2003). Reading First: A critical policy analysis. The Reading Teacher, 56, 662-668.
Mitchell, J., Kapitzke, C., Mayer, D., Carrington, V., Stevens, L., Bahr, N., Pendergast, D., & Hunter, L. (2004). Aligning school reform and teacher education in the Middle Years: an Australian case study. Teaching Education
Stevens, L. P. (2002). Making the road by walking: Transitions from content area literacy to adolescent literacy. Reading Research and Instruction, 41(3), 267-278.
Bean, T. W.,& Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3, (205-218).
Stevens, L. P. (2001). South Park and society: Curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44 (548-555).
Stevens, L.P., Jefferies, J., Brisk, M.E, & Kaczmarek, S. (forthcoming) Linguistics and science learning for diverse populations: An agenda for teacher education. In K. Bruna & K. Gomez (Eds).Talking science, writing science: The work of language in multicultural classrooms. New York: Heinemann.
Stevens, L.P. (2006) ReConceptualizing adolescent literacy policy's role: Productive ambiguity. In D.E. Alvermann, D. Waff, K. Hinchmann, & D. Waff (Eds.) Reconceptualizing the literacies in adolescents' lives, Volume II. New York: Heinemann.
Stevens, L.P. (forthcoming) Linguistically diverse children and their teachers: A critical policy analysis. In M.E. Brisk (Ed)., Culturally responsive teacher education: Language, Curriculum, and Community. New York: Heinemann.
Stevens, L. P. (in press). ReConceptualizing adolescent literacy policy’s role: Productive ambiguity. In D. E. Alvermann, D. Waff., K. Hinchmann, & D. Waff (Eds.) Reconceptualizing the literacies in adolescents’ lives, Volume II. New York: Heinemann.
Stevens, L. P. (2005). ReNaming adolescence: Subjectivities in Complex Settings. In J. A. Vadeboncouer & L. P. Stevens (Eds). Reconstructing the ‘adolescent’: Sign, symbol, and body. New York: Peter Lang.
Stevens, L. P. (2005). Young people, adults, and literacy: Subjectivity construction, contestation, and subversion in middle schooling contexts. In J. A. Vadeboncouer & L. P. Stevens (Eds). Reconstructing the ‘adolescent’: Sign, symbol, and body. New York: Peter Lang.
Mitchell, J., Stevens, L. P., Hunter, L., Mayer, D. (2005). Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms, and pedagogical practice. In G. Hoban (Ed.) The missing links in teacher education. London: Kluwer.
Stevens, L. P. (2004). Locating the role of the critical discourse analyst. In R. Rogers, (Ed). Critical discourse analysis in educational settings. New York: Heinemann.
Stevens, L. P., & Bean, T. W. (2003). Critical Literacy. In L. Gambrell, L. M. Morrow, & M. Pressley (Eds). Best practices in literacy instruction. Volume 2. New York: Guilford.
Stevens, L. P. & Bean, T. W. (2002). Reading in the digital era: Strategies for building critical literacy. In C. C. Block, L B. Gambrell, & M. Pressley (Eds.) Improving comprehension instruction. San Francisco, CA: Jossey-Bass.
Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY have to teach US? Talking ‘cross generations. In D. Alvermann (Ed.) Adolescents and literacies in a digital world. New York: Peter Lang.