Rainey, E., & Moje, E. B. (2012). Building insider knowledge: Teaching students to read, write and think within ELA and across the disciplines. English Education. (Invited)
Bain, R. B., & Moje, E. B. (2012). Mapping the teacher education terrain for novices. Phi Delta Kappan, 93(5): 62-65. (Invited)
Pearson, P. D., Moje, E. B., & Greenleaf, C. (2011). Literacy and science—Each in the service of the other. Science, 328, 459-463.
Snow, C. E., & Moje, E. B. (2010). What is adolescent literacy? Why is everyone talking about it now? Phi Delta Kappan, 91(6), 66-69. (Invited)
Alozie, N.M., Moje, E. B., & Krajcik, J. S. (2010). An analysis of the supports and constraints for scientific discussion in high school project-based science. Science Education, 94(3), 395-427.
Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415-437.
Moje, E. B. (2009). A call for new research on new and multi-literacies. Research in the Teaching of English, 43(4), 348-362. (Invited)
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy,52(2), 96-107. (Invited)
Moje, E. B., Overby, M., Tysvaer, N., Morris, K. (2008). The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries. Harvard Educational Review, Spring 2008, 107-154.
Moje, E. B., tucker-Raymond,E., Varelas, M., & Pappas, C. (2007). Giving oneself over to science:Exploring the roles of subjectivities and identities in learning science. Cultural Studies of Science Education 1(3), 593-601.
Moje, E. B. (2007). Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching . Review of Research in Education 2007 31: 1-44.
Moje, E. B. (2006). Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and development. Perspectives, 32(3), 10-14.
Moje, E. B., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-71.
Lewis, C., & Moje, E. B. (2004). Sociocultural perspectives meets critical theory: Producing knowledge through multiple frameworks. The International Journal of Learning, 10.
Moje, E.B., & Sutherland, L. M. (2003). The future of literacy teacher education. English Education, 149-164.
Moje, E. B. (2002). But where are the youth? Integrating youth culture into literacy theory. Educational Theory, 52, 97-120.
McCarthey, S. and Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37, 228-237.
Moje, E. B. (2002). Re-framing adolescent literacy research for new times: Studying youth as a resource. Reading Research and Instruction, 41 (3), 211-228.
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). “Maestro, what is quality?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-496.
Moje, E. B. (2000). “To be part of the story”: The literacy practices of “gangsta” adolescents. Teachers College Record, 102, 652-690.
Moje, E. B. (2000). Circles of kinship, friendship, position, and power: Examining the community in community-based literacy research. Journal of Literacy Research, 32, 77-112.
Moje, E. B. (2000). Changing our minds, changing our bodies: Power as embodied in research relations. International Journal of Qualitative Studies in Education, 13(1), 1-18.
Moje, E. B. (2000). Snippet: What will classrooms and schools look like in the new millennium? Reading Research Quarterly, 35, 128-129.
Moje, E. B., Dillon, D. R., & O’Brien, D. G. (2000). Re-examining the roles of the learner, the text, and the context in secondary literacy. Journal of Educational Research, 93, 165-180.
Moje, E. B., Young, J., Readence, J. E., Moore , D. W. (2000). Reinventing adolescent literacy for new times: A commentary on perennial and millennial issues in adolescent literacy. Journal of Adolescent and Adult Literacy, 43, 400-411.
Moje, E. B. (1999). From expression to dialogue: A study of social-action literacy projects in an urban school setting. Urban Review, 31, 305-330.
Shepardson, D. P., & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders' frameworks for understanding electric circuits. International Journal of Science Education, 21 (1), 77-94.
Hinchman, K. A., & Moje, E. B. (1998). Locating the social and political in secondary school literacy. Reading Research Quarterly, 33, 117-128.
Moje, E. B. (1997). Exploring discourse, subjectivity, and knowledge in chemistry class. Journal of Classroom Interaction, 32, 35-44.
Moje, E. B., & Wade, S. E. (1997). What case discussions reveal about teacher thinking. Teaching and Teacher Education, 13, 691-712.
Moje, E. B. (1996). "I teach students, not subjects": Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31, 172-195.
Brozo, W. G., Brobst, A., & Moje, E. (1995). From ability groups to cooperative meaning-making of literature: A personal view of teacher change. Childhood Education, 71, 70-73.
Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school classroom. Journal of Research in Science Teaching, 32, 349-371.
Moje, E. B., & Handy, D. (1995). Using literacy to modify traditional assessments: Alternatives for teaching and assessing content understanding. The Journal of Reading , 38 , 612-625.
O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary curriculum: Strategies, goals, and classroom realities. Reading Research Quarterly, 30, 442-463.
Dillon, D. R., O'Brien, D. G., Moje, E. B., & Stewart, R. A. (1994). Literacy learning in science classrooms: A cross-case analysis of three qualitative studies. Journal of Research in Science Teaching 31, 345-362.
Moje, E. B. (1994). Life experiences and teacher knowledge: How a content teacher decides to use literacy strategies. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional aspects of literacy research, theory, and practice. The Forty-Third yearbook of the National Reading Conference (pp. 153-161). Chicago : National Reading Conference.
Moje, E. B., Brozo, W. G., & Haas, J. (1994). Portfolios in a high school classroom: Challenges to change. Reading Research and Instruction, 33, 275-292.
Shepardson, D. P., & Moje, E. B. (1994). The nature of fourth graders' understandings of electric circuits. Science Education, 78, 489-514.
Shepardson, D. P., Moje, E. B., & McClelland, A. K. (1994). The impact of a science demonstration on children's understandings of air pressure. Journal of Research in Science Teaching, 31, 243-258.
Elster, C. A., & Moje, E. B. (1993). Literacy and diversity: Do we need dichotomies or not? In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice, The Forty-Second Yearbook of the National Reading Conference (pp. 117-123). Chicago : National Reading Conference, Inc.
Moje, E. B., Enerson, D. L., & Dillon, D. R. (1993). Proposing new directions: research dialogues. In D. R. Dillon (Ed.), Research, practice, and reflection in education: The scientist-practitioner model and practice (pp. 21-37). (Research and Development Monograph No. 1). West Lafayette , IN : Purdue University School of Education