Daoud, N. (2020). Engaging and motivating adolescents: Using culturally relevant pedagogy in our classrooms. Reading in Virginia, 42, 7-11. https://heyzine.com/flip-book/cf84416713.html#page/9
Daoud, N., & Dixon., C. (2020). Teacher education during the pandemic: Developing meaningful assignments. The Ohio Journal of Teacher Education, 34(2), 25-38. https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxvaGlvYXRlfGd4OjQ1NTI5N2RjNzZkYjkxYTQ
Ives, S. T., Parsons, S. A., Parsons, A. W., Robertson, D. A., Daoud, N., Young, C., & Polk, L. (2020). Students’ reading motivation and genre preferences: Validating two scales. Reading Psychology, 41(7), 660-679. https://doi.org/10.1080/02702711.2020.1783143
Daoud, N., Parker, A., & Bruyning-Leggett, A. (2020). Extending clinical experiences: Supporting doctoral students’ development as university-based teacher educators in PDS context. School-University Partnerships, 13(1), 44-47.
Pellegrino, A., Daoud, N., & Zurawski, L. (2019). Citizenship and power: Perspectives from a critical, project-based clinical experience. In K. Zenkov & K. E. Pytash (Eds.), Clinical Experiences in Teacher Education: Critical, Project-Based Interventions in Diverse Classrooms (pp. 153-168). New York, NY: Routledge.
Daoud, N. (2017). Being the PDS triad: My experiences as a teacher candidate, a cooperating teacher, and beyond. School-University Partnerships, 10(2), 42-45.
Daoud, N., & Pellegrino, A. (2017). Power and citizenship through youth-centered project-based clinical practice. Journal of Adolescent and Adult Literacy, 60(4), 471-474.
Parsons, S. A., Parker, A. K., Daoud, N., Bruyning, A. K., Gallagher, M. A., & Groth, L. A. (2016). Striving to enact the professional development school philosophy: George Mason University’s elementary education program. The Teacher Educators’ Journal, 9, 136-155.
Daoud, N., & Frank, A. (2015). Co-teaching reading in a sixth grade classroom: Results of a yearlong action research project. Making Literacy Connections, 29, 4-16.