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Cheuk, T., & Valree, M. (2024). Impact of the COVID Care Crisis for Student Parents in Higher Education. Southwestern Law Review. 53(1).
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Cheuk, T., Quinn, R., & Conner, J. (Eds.) (2024). Political Activism in Colleges and Universities: Possibilities for Institutional Change toward Social Justice. Routledge. ISBN: 978-1-032-61429-8.
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Cheuk, T. (2024). Exploring interconnections with the living world through nature journaling. In R. Montgomery & A. Montgomery (Eds.), Place-based writing in action: Opportunities for authentic writing in the world beyond the classroom (pp. 29-39). Routledge.
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Frye, A. & Cheuk, T. (2024). Community as resistance and rebellion among aspiring educators of color. In B. R. Silver & G. P. McCarron (Eds.). Supporting college students of immigrant origin: New insights from research, policy, and practice. Cambridge University Press.
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Cheuk, T. (2024). Exploring translanguaging and multimodal practices in nature journaling with pre-service teachers. In O. S. Andrews & A. Tomlin (Eds.), When we hear them: Attuning teachers to language diverse students (pp. 201-210). Information Age Publishing (IAP).
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Cheuk, T. (2023). Planning science instruction for emergent bilinguals: Weaving rich and relevant language support. A review. Teachers College Record.
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Buck Bracey, Z., Stuhlsatz, M., Wilson, C., Cheuk, T., Santiago, M. M., Osborne, J., Haudek, K., & Donovan, B. (2023). Investigating differential severity across linguistic subgroups in automated scoring of student argumentation. In Advances in Applications of Rasch Measurement in Science Education, part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 57), 385-426.
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Cheuk, T., Quinn, R., & Conner, J. O. (2022). Introduction to ‘Political Activism in Postsecondary Settings: Possibilities and Limits in Institutional Change toward Social Justice’. Peabody Journal of Education, 97(5), 521–532. https://doi.org/10.1080/0161956X.2022.2143699
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Mayorga, E., Cheuk, T., Quinn, R., Conner, J. O. (2022). Afterword to ‘Political Activism in Postsecondary Settings: Possibilities and Limits in Institutional Change toward Social Justice’. Peabody Journal of Education, 97(5), 631–638.
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Cheuk, T. & Morales-Doyle, D. (2022). The ‘messy middle’ of science education partnerships. Science Education. 106(5), 1198–1213. https://doi.org/10.1002/sce.21751
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Cheuk, T. (2021). Can AI be racist? Color-evasiveness in the application of machine learning to science assessment. Science Education. 105(5), 825–836. https://doi.org/10.1002/sce.21671
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Cheuk, T. (2020). Emergent bilingual and multilingual learners in California: Californians Together passing the torch to the next generation of advocates (1996 to present). Berkeley Review of Education. 9(1). https://doi.org/10.5070/B89146421
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Santos, M., Castellón, M., Cheuk, T., Greene, R., Mercado-Garcia, D., Zerkel, L., Hakuta, K., & Skarin, R. (2018). Preparing ELs for College and Career: Lessons from successful high schools. Teachers College Press.
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Cheuk, T., & Quinn, R. (2018). Dismantling the wall between Church and State: The case of public education. Phi Delta Kappan. 100(3), 24–28.
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Cheuk, T. (2016). Discourse practices in the new standards: The role of argumentation in Common Core-era next generation science classrooms for English language learners. Electronic Journal of Science and Mathematics Education. 20(3), 92–111.
- Stage, E. K., Asturias, H., Cheuk, T., Daro, P.A., & Hampton, S.B. (19 April, 2013). Opportunities and Challenges in the Next Generation of Standards. Science. 340(6130), 276–277.
