Townsley, M., & Kunnath, J. (2022). Exploring State Department of Education grading guidance during COVID-19: A model for future emergency remote learning. Education Policy Analysis Archives, 30(163). https://doi.org/10.14507/epaa.30.7448
Suleiman, M., & Kunnath, J. (2021). Examining inequities in grading practices to empower the disadvantaged learner. In Huber, T., O’Meara, J.G. (Eds.), Education around the globe: Creating opportunities and transforming lives (pp. 29–68). Information Age Publishing. https://doi.org/10.1108/978-1-64802-179-420251004
Kunnath, J. P., & Jackson, A. (2019). Developing student critical consciousness: Twitter as a tool to apply critical literacy in the English classroom. Journal of Media Literacy Education, 11(1), 52-74. https://doi.org/10.23860/JMLE-2019-11-1-3
Kunnath, J. P., & Suleiman, M. (2018). Examining the role of poverty in teacher grading decisions. CLEARvoz Journal, 4(2), 5-26. https://journals.sfu.ca/cvj/index.php/cvj/article/view/43
Kunnath, J. P. (2017). Creating meaningful grades. Journal of School Administration Research and Development, 2(1), 53-56. https://doi.org/10.32674/jsard.v2i1.1926
Kunnath, J. P. (2017). Teacher grading decisions: Influences, rationale, and practices. American Secondary Education, 45(3), 68-88. https://www.jstor.org/stable/45147907
Kunnath, J. P. (2016). (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Full Text: The Humanities and Social Sciences Collection. (Accession No. 1762747575) https://scholarworks.calstate.edu/concern/theses/1v53jz72g
DeVoogd, G., Kunnath, J., Rocha, R. & Jackson, A. (2015). Teacher development in the English classroom: Exploring the affordances of Twitter to address the action element of critical literacy. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 2062-2067). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/150283/
Kunnath, J., Rocha, R., Jackson, A. & DeVoogd, G. (2015). Native student technology in the classroom: Exploring the affordances of Twitter in applying critical literacy to the English curriculum. In Proceedings of Global Learn 2015 (pp. 115-118). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/150853/
Practical Classroom Solutions to Grading and Assessment 