Galman, S. C. & Mallozzi, C. A. (2015). There are no girl pirate captains: Boys, girls and the “boy crisis” in preschool. Boyhood Studies, 8 (1), 33-46.
Galman, S. C. (2015). Mischief-making of one kind/and another: Unruliness and resistance in rural preschoolers’ play. Ethnography and Education 10 (3), 310-324.
Galman, S. (2014). Love is bad for you: Parables and practical fictions in the romantic primary classroom. Teacher Education Quarterly 41(4),89-105.
Galman, S. & Mallozzi, C. A. (2015). The ballad of the big manly guy: Male and female teachers construct the gendered careworker in U.S. early education contexts. In S. Brownhill, J. Warin, & I. Wernersson, (Eds.). Men, masculinities and teaching in early childhood education: International perspectives on gender and care. London: Routledge.
Mallozzi, C. & Galman, S. (2014). Guys and ‘the rest of us’: Tales of gendered aptitude and experience in educational carework. Gender and Education, 26 (3), 262-279.
Galman, S. (2013). Un/Covering: Female religious converts learning the problems and pragmatics of physical observance in the secular world. Anthropology & Education Quarterly, 44 (4), 423-441
Galman, S. & Mallozzi, C. A. (2012). She’s not there: Women and gender in U.S. research on the elementary school teacher, 1995-present. Review of Educational Research. (Online First Edition). DOI: 10.3102/0034654312453343
Mallozzi, C. & Galman, S. (2012). Gender doesn’t matter: Why women and gender are ignored in research on elementary level teachers and what it’s ultimately going to cost us. Educação, Sociedade & Culturas [Education, Society & Cultures], 35 (4), 253-270.
Galman, S. (2012). Cinderella goes to the purity ball: An open letter on feminism and girl culture, written to my female undergraduate students. Networking Knowledge, 5 (1), 5-22.
Galman, S., Pica-Smith, C. & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education,61 (3), 225-236.
Galman, S. A. C. (2009). Doth the lady protest too much? Pre-service teachers, identity and the experience of dissonance as a catalyst for development. Teaching and Teacher Education,25 (3), 468-481.
Galman, S. A. C. (2009). Trading in fables: Literary and artistic methods in self-study research. In Lassonde, C. A., Galman, S. A. C. & Kosnik, C. (Eds.). Self-Study Research Methodologies for Teacher Educators. Rotterdam: Sense Publishers.
Galman, S. A. C. (2009). The truthful messenger: Visual methods and representation in qualitative research in education. Qualitative Research, 9 (2).
Galman, S. A. C.(2007). The life you save may be your own: White, female pre-service teachers imagine the marginalized student. Journal of Border Educational Research,6 (2), 7-18.
Galman, S. A. C. (2007). Rain and snow, bless the lord: An ethnographic study of Quaker theology as teacher education practice. Journal of Religion and Education, 34(3).
Galman, S. (2006). Rich white girls: Developing critical identities in teacher education and novice teaching settings. International Journal of Learning, 13, 3-13.
Campbell, S.A. (2001). Shouts in the dark: Community arts programming for rural schools with “urban” problems. Education and Urban Society, 33 (4) 445-456.
And lots of BOOKS too!
Galman, S. (2016-under contract, in production). The kid stays in the picture: Doing ethnographic research with children and young people. Walnut Creek, CA: Left Coast Press.
Galman, S. (2013). The good, the bad and the data: A beginner’s guide to qualitative data analysis. Walnut Creek, CA: Left Coast Press.
Galman, S. (2012). Wise and foolish virgins: White women at work in the feminized world of primary school teaching. Lanham, MD: Lexington Press/Rowman & Littlefield.
Lassonde, C. A., Galman, S.& Kosnik, C. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers.
Galman, S. (2007). Shane, the lone ethnographer: A beginner’s guide to ethnographic research. Walnut Creek, CA: Alta Mira Press.
Campbell, S.A. (1996). Obviously: Four years of “Stating the Obvious.” Grinnell, IA: Grinnell College Sesquicentennial Publications.