Peer Reviewed Articles 

• Darling-Aduana, J., & Hemingway, K. (2024). Centering student voice to reimagine technology-based curriculum and instruction in an online citizenship course. TechTrends.
• Armistead, L., Cohen, J. D., Darling-Aduana, J., & Calandra, B. (2024). Examining the influence of context in Technological Pedagogical Content Knowledge (TPACK) development in training for teaching online. Journal of Technology and Teacher Education.
• Darling-Aduana, J., Rogers, L., & Woo, D. (2024). The potential, reality, and contextual pressures shaping instructional practices in a virtual academy. American Journal of Education.
• Kayser, A. & Darling-Aduana, J., Harris, J, & Edwards, C. (2023). Virtual connections: Teacher beliefs and practices enacting culturally relevant practices in a virtual Freedom School. Urban Review.
• Darling-Aduana, J., & Shero, M. (2023). Teaching math online: Evaluating access and rigor in an asynchronous, online Algebra 1 course. Journal of Online Learning Research, 9(1), 59-84.
• Harris, J., & Darling-Aduana, J., & Kayser, A, Alridge, D., & Edwards, C. (2023). Student motivation, engagement, and racial-ethnic identity in a virtual freedom school. Urban Education. doi:10.1177/00420859231180139
• Darling-Aduana, J., & Hemingway, K. (2022). Representation is not enough: Teacher identity and discretion in an asynchronous, scripted online learning environment. Teachers College Record, 124(9). doi:10.1177/01614681221132384
• Darling-Aduana, J., Woodward, H. T., Sass, T. R., and Barry, S. S. (2022). Preferences, engagement, and achievement during crisis schooling in the COVID-19 era. AERA Open. doi:10.1177/23328584221128035
• Grissom, J., Darling-Aduana, J., & Hall, R. (2022). Student-teacher origin match among Hispanic students in Miami-Dade County. Journal of Public Administration Research and Theory. doi:10.1093/jopart/muac034
• Cox, B., Margulieux, L.E., & Darling-Aduana, J. (2022). Georgia online education options for broadening participation in K-12 computer science. Policy Futures in Education.
• Darling-Aduana, J., Good, A. G., & Geraghty, E. (2022). The culture of power online: An analysis of cultural responsiveness and relevance in online high school courses. Urban Education, 57(4), 714-742. doi:10.1177/0042085920972169. 
• Darling-Aduana, J. (2021). The development and validation of a measure of authentic online work. Educational Technology Research and Development.
• Darling-Aduana, J. (2021). A remote instructor like me: Student-teacher congruence in online, high school courses. AERA Open.
• Darling-Aduana, J. (2021). Authenticity, engagement, and performance in online high school courses: Insights from micro-interactional data. Computers & Education.
• Heinrich, C. J., & Darling-Aduana, J. (2021). Does online course-taking increase high school completion and open pathways to postsecondary education opportunities? Educational Evaluation and Policy Analysis.
• Darling-Aduana, J., & Heinrich, C. J. (2020). The potential of telepresence for increasing advanced course access in high schools. Educational Researcher.
• Golann, J. & Darling-Aduana, J. (2020). Toward a multifaceted understanding of Lareau’s “sense of entitlement”: Bridging sociological and psychological constructs. Sociology Compass.
• Heinrich, C. J., Darling-Aduana, J., & Martin, C. (2020). The potential and prerequisites of effective tablet integration in rural Kenya. British Journal of Educational Technology, 51(2), 498-514.
• Darling-Aduana, J. (2019). Behavioral engagement patterns among high school students enrolled in online courses. AERA Open.
• Darling-Aduana, J., Good, A., & Heinrich, C. J. (2019). Mapping the inequity implications of help-seeking in online credit-recovery classrooms. Teachers College Record, 121(11).
• Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (2019). A look Inside online educational settings in high school: Promise and pitfalls for improving educational opportunities and outcomes. American Educational Research Journal. 
• Darling-Aduana, J, & Heinrich, C. J. (2018). The role of teacher capacity and instructional practice in the integration of educational technology for emerging bilingual student. Computers & Education, 126, 417-432. 

Books

• Heinrich, C.J., Darling-Aduana, J., & Good, A. (2020). Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education. Boston, MA: Harvard Education Press.

Book Chapters & Invited Special Issues

• Darling-Aduana, J., Asim, S., Heath, M. K., Stewart, A., Viano, S., Garcia, A., Langran, E., Heinrich, C., & Woodley, X. (2024). Digital ethics and equity in K-12 blended and online learning spaces, In Dimitri Christakis and Lauren Hale (Eds.), Children and screens: A handbook on digital media and child and adolescent development, health, and well-being. Springer.
• Darling-Aduana, J. (2024). Education technology introduction, In Dimitri Christakis and Lauren Hale (Eds.), Children and screens: A handbook on digital media and child and adolescent development, health, and well-being. Springer.
• Anderson, E., Darling-Aduana, J., Shapiro, B., Amoako Kayser, A. A., Harris, J., & Alridge, D. P. (2024). Critical consciousness: Strategies to humanize pedagogy in virtual elementary classrooms. Distance Learning Journal, 21(3).
• Darling-Aduana, J., Villalón, K., & Good, A. (2022). The culture of power online: Cultural responsiveness and relevance in vendor-developed online courses. In Patricia Burch (Ed.), System Failure: Policy and Practice in the School-to-Prison Pipeline. Routledge.     

Policy Briefs & Working Papers

• Darling-Aduana, J., Heinrich, C. J., Noonan, J., Wu, J., Enriquez, K. (2024). Failing to learn from failure: The façade of online credit recovery assessments (EdWorkingPaper: 10.26300). Providence, RI: Annenberg Institute at Brown University.
• Darling-Aduana, J, Woodyard, H. T., Sass, T. R., & Barry, S. S. (2022). Learning-mode choice, student engagement, and achievement growth during the COVID-19 pandemic (EdWorkingPaper: 22-536). Providence, RI: Annenberg Institute at Brown University.
• Darling-Aduana, J., Woodyard, H. T., Sass, T. R., & Barry, S. S. (2022). Learning-mode choice, student engagement, and achievement growth during the COVID-19 pandemic (Working Paper No. 260-0122). Arlington, VA: National Center for Analysis of Longitudinal Data in Education Research (CALDER), American Institutes for Research (AIR).
• Darling-Aduana, J., Sass, T. R., & Woodyard, H. T. (2021). Virtual learning trends during the COVID-19 pandemic. Atlanta, GA: Georgia Policy Labs.
• Heinrich, C. J., Darling-Aduana, J., & Good, A. (2020). Engaging students in digital learning. Cambridge, MA: Harvard Education Publishing Group.
• Heinrich, C. J., Darling-Aduana, J., & Good, A. (2020). Fostering equitable and effective use of digital tools in K-12 classrooms. New York, NY: William T. Grant Foundation.
• Darling-Aduana, J., & Heinrich, C. J. (2020). ‘Telepresence’ can help bring advanced courses to schools that don’t offer them. Boston, MA: The Conversation.
• Darling-Aduana, J., Heinrich, C. J. Loosen, S., & Moga, N. (2020). How telepresence technology can improve access to advanced, high school courses. Cambridge, MA: Scholars Strategy Network.
• Darling-Aduana, J., Heinrich, C. J. & Good, A. (2019). Inequality implications of student-teacher interactions in online, high school credit recovery classrooms. Cambridge, MA: Scholars Strategy Network.
• Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (2019). A look inside online learning settings in high schools. Washington, D. C.: Brookings Institute.
• Darling-Aduana, J., Good, A., & Heinrich, C. J. (2018). Critical issues in online credit recovery for K-12 schools. Cambridge, MA: Scholars Strategy Network.