BOOKS
Oyler, C. (2011). Actions speak louder than words: Community activism as curriculum. NewYork: Routledge.
Oyler, C., and the Preservice Inclusion Study Group (2006). Learning to teach inclusively:Student teachers’ classroom inquiries. Mahwah, NJ: Lawrence Erlbaum Associates.
Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press.
BOOK CHAPTERS
Oyler, C., Morvay, J., & Sullivan, F. (forthcoming). Teacher education of developing activist identities. In D. J. Clandinin & J. Husu, (Eds.), International handbook of research on teacher education. New York: Sage.
Oyler, C. (2011). Preparing teachers of young children to be social justice-oriented educators. In
B.S. Fennimore, & A. L. Goodwin (Eds.) Promoting social justice for young children (pp.147-161) New York: Springer.
Goodwin, A. L, & Oyler, C. (2008). Teacher educators as gatekeepers: Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. Demers, (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (pp. 468-489).New York: Routledge.
JOURNAL EDITOR
Narrating disability: Pedagogical imperatives. (2006). Guest editor (with B. Hamre and L. Bejoian) of special issue of Equity and Excellence in Education, 39(2).
JOURNAL ARTICLES
Ledwell, K. & Oyler, C. (under review). Unstandardized responses to a “standardized” test: The edTPA as curriculum change agent and gatekeeper.
Schlessinger, S. & Oyler, C. (in press)Capacity, inquiry, and inclusivity: Parallel practices in professional development. LEARNing Landscapes, 7(3).
Naraian, S, & Oyler, C. (2014). Professional development for special education reform: Re-articulating experiences of urban educators. Urban Education, 49(5), 499–527.
Oyler, C., & Fuentes, C. (2012). Leadership for rich learning in high poverty schools. Journal of Special Education Leadership, 25(1), 18-27
Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201-218.
Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61(3),237-247. [co-authored, names listed alphabetically]
Oyler, C. (2008). Full citizenship requires curricular change. The Sophist’s Bane, 4(1 & 2),81-87.
Epstein, S., & Oyler, C. (2008) “An inescapable network of mutuality:” Building relationships of solidarity in a first grade classroom. Equity and Excellence in Education, 41(4), 406-416.
Schultz, B. & Oyler, C. (2006). We make this road as we walk together: Sharing teacher authority in a social action curriculum project. Curriculum Inquiry, 36(4), 423-451.
Hamre, B., & Oyler, C. (2004). Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group. Journal of Teacher Education, 55 (2), 154-163. [co-authored, names listed in alphabetically]
Oyler, C., Jennings, G., & Lozada, P. (2001). Silenced gender: The construction of a male primary educator. Teaching and Teacher Education, 17, 367-379.
Delaney, M., & Oyler, C. (2001). Online expeditions. Social Studies and the Young Learner,13(3), 6-9.
Oyler, C. (2001, Spring). Democratic classrooms and accessible instruction. Democracy and Education,14(1), 28-31.
Hinchman, K., & Oyler, C. (2000). Us and them: Finding irony in our teaching methods. Journal of Curriculum Studies, 32(4), 495-508. [fully co-authored, names listed in alphabetical order]
Oyler, C. (2000). Extending narrative inquiry. Curriculum Inquiry, 31, 77-88.
Kesson, K, & Oyler, C.(1999). Integrated curriculum and service learning: Linking school- based knowledge and social action. English Education, 31(2),133-146. [fully co-authored, names listed in alphabetical order]
Oyler, C. & Becker, J. (1997). Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability. Curriculum Inquiry, 27, 453-467.
Oyler, C., & Barry, A. (1996). Urban first graders intertextual connections in the collaborative talk around information books during teacher-led read-alouds. Language Arts, 73, 324-239.
Oyler, C. (1996). Sharing authority: Student initiations during teacher-led read-alouds of information books. Teaching and Teacher Education, 12(2), 149-160.
Contino, P. & Oyler, C. (1995). Reaching beyond ourselves. Teaching Education, 7 (1), 63-71. [fully co-authored, names listed in alphabetical order]
Pappas, C. & Oyler, C. (1993). Collaborating with teachers developing integrated language arts programs in urban schools. Language Arts, 70, 297-303.
ENCYCLOPEDIA ENTRIES
Oyler, C. (2015). Sharing authority in the classroom. In G. Scarlett (Ed.), Classroom management: An A-Z guide. Thousand Oaks, CA: Sage.
Oyler, C, & Broderick, A. (2009). Inclusive education. In the C. Kridel (Ed.), Encyclopedia of Curriculum Studies. Thousand Oaks, CA, Sage.
BOOK REVIEWS
Oyler, C. (2006). Reading Eric Rofes, a book review of Status quo or status queer: A radical rethinking of sexuality and schooling. Encounter, 19(4), 1-3.
Oyler, C. (2001). Disability and community capacity: A review of Teaching Children with Down Syndrome: Toward an understanding of possibility. Encounter, 14(1), 64-67.