SElected Writing
Geller, R. C. (2025). Teaching Dobbs where divisive concepts and abortion are restricted: Teacher learning, controversial issues, and mixed-reality technology. Democracy & Education, 33(1), 1-12.
Geller, R. C., Gravell, J. D., Richardson, A., & Strang, S. A. (2024). “My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2024.2352096
Geller, R. C., Gravell, J. D., Richardson, A., & Strang, S. A. (2022). When teachers learn through practice: Controversial issue discussions in mixed-reality simulations. Social Education, 86(2), 123-127.
Rogers, J., Hodgin, E., Kahne, J., Geller, R. C., Kwako, A., Alkam, S., & Bingener, C. (2020). Reclaiming the democratic purpose of California’s public schools. Leveraging Equity and Access in Democratic Education.
Geller, R. C. (2020) Teacher political disclosure in the Trump era. Annals of Social Studies Education Research for Teachers, 1(1), 37-41. https://doi.org/10.29173/assert11
Geller, R. C. (2020). Teacher political disclosure in contentious times: A “responsibility to speak up” or “fair and balanced?” Theory & Research in Social Education, 48(2). https://doi.org/10.1080/00933104.2020.1740125
Quartz, K., Geller, R. C., & McQueen, S. S. (2020). “A beautiful struggle”: Reimagining neighborhood schools in urban communities. Teachers College Record. https://doi.org/10.1177/016146812012200204
Rogers, J., Franke, M., Yun, J. E., Ishimoto, M., Diera, C., Geller, R. C., Berryman, A., & Brenes, T. (2017). Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America’s High Schools. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access.