| Immigration, imagined communities, and collective memories of Asian American experiences: A content analysis of Asian American experiences in Virginia US history textbooks Y Suh, S An, D Forest The Journal of Social Studies Research 39 (1), 39-51, 2015 | 78 | 2015 |
| Significant or safe? Two cases of instructional uses of history feature films SA Metzger, Y Suh Theory & Research in Social Education 36 (1), 88-109, 2008 | 53 | 2008 |
| Past looking: Using arts as historical evidence in teaching history Y Suh Social Studies Research and Practice 8 (1), 135-159, 2013 | 41 | 2013 |
| Mirroring ourselves: Teacher educators of color reading multicultural texts Y Suh, KV Hinton Issues in teacher education 24 (2), 2015 | 25 | 2015 |
| Knowledge transmission versus social transformation: A critical analysis of purpose in elementary social studies methods textbooks BM Butler, Y Suh, W Scott Theory & Research in Social Education 43 (1), 102-134, 2015 | 20 | 2015 |
| Standardizing the essential knowledge, skills, and attitudes for democratic life: A content analysis of Virginia standards of learning and social studies textbooks W Scott, Y Suh The Social Studies 106 (3), 92-103, 2015 | 18 | 2015 |
| What Do We Want Students to Remember about the" Forgotten War"? A Comparative Study of the Korean War as Depicted in Korean, Japanese, and US Secondary School History Textbooks. Y Suh, M Yurita, SA Metzger International Journal of Social Education 23 (1), 51-75, 2008 | 18 | 2008 |
| Simple yet complicated: US history represented in South Korean history textbooks S An, Y Suh The Social Studies 104 (2), 57-66, 2013 | 15 | 2013 |
| Assessing ways of seeing the past: Analysis of the use of historical images and student performance in the NAEP US history assessment Y Suh, LW Grant The History Teacher 48 (1), 71-90, 2014 | 13 | 2014 |
| Foregrounding Collaboration in Disciplinary Literacy: Implications From JAAL, 2008–2017 KV Hinton, Y Suh Journal of Adolescent & Adult Literacy 63 (3), 279-287, 2019 | 12 | 2019 |
| Historical fiction in English and social studies classrooms: Is it a natural marriage? KV Hinton, Y Suh, L Colón-Brown, M o’Hearn English Journal 103 (3), 22-27, 2014 | 12 | 2014 |
| Planning to teach difficult history through historical inquiry: The case of school desegregation Y Suh, B Daugherity, D Hartsfield The Journal of Social Studies Research 45 (2), 71-83, 2021 | 9 | 2021 |
| Collective memories of the second world war in history textbooks from China, Japan and South Korea Y Suh Journal of International Social Studies 3 (1), 34-60, 2013 | 8 | 2013 |
| Oral History as Inquiry Y Suh, BJ Daugherity The History Teacher 51 (4), 697-709, 2018 | 7 | 2018 |
| Experiences of African American teachers in desegregated PK–12 schools: A systematic literature review Y Suh, BJ Daugherity, J Maddamsetti, A Branyon Schools 17 (2), 271-293, 2020 | 6 | 2020 |
| HOW DOCTORAL MENTORING SUPPORTED A CULTURAL TRANSFORMATION FROM PERIPHERAL OBSERVER TO ACTIVE LEARNER: Learning to Teach and Research From Suzanne Wilson. Y Suh Curriculum & Teaching Dialogue 10, 2008 | 6 | 2008 |
| Are We Comfortable Teaching This? Using Banned Books as a Vehicle for Teaching about World War II-Era Japan & Korea. Y Suh, KV Hinton, J Marken, GL Lee Multicultural Education 19 (1), 24-30, 2011 | 5 | 2011 |
| Navigating disciplinary boundaries: Two stories of collaborative teaching in english and social studies Y Suh, KV Hinton Action in Teacher Education 43 (3), 321-338, 2021 | 4 | 2021 |
| International debates on history textbooks Y Suh, M Yurita Contemporary Public Debates Over History Education 6, 153, 2010 | 4 | 2010 |
| Developing teacher candidates’ multicultural lenses through disciplinary writing assignments KS Gutierrez, JS Beck, KV Hinton, KS Rippard, Y Suh The Teacher Educator 57 (4), 386-408, 2022 | 3 | 2022 |
