| Emergent learning opportunities in an inner‐city youth gardening program J Rahm Journal of Research in Science Teaching: The Official Journal of the …, 2002 | 269 | 2002 |
| The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs J Rahm, HC Miller, L Hartley, JC Moore Journal of Research in Science Teaching: The Official Journal of the …, 2003 | 198 | 2003 |
| Probing stereotypes through students’ drawings of scientists J Rahm, P Charbonneau American Journal of Physics 65 (8), 774-778, 1997 | 131 | 1997 |
| Multiple modes of meaning‐making in a science center J Rahm Science education 88 (2), 223-247, 2004 | 126 | 2004 |
| A case study of long‐term engagement and identity‐in‐practice: Insights into the STEM pathways of four underrepresented youths J Rahm, JC Moore Journal of Research in Science Teaching 53 (5), 768-801, 2016 | 124 | 2016 |
| “We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club A Gonsalves, J Rahm, A Carvalho Journal of Research in Science Teaching 50 (9), 1068-1097, 2013 | 104 | 2013 |
| Urban youths’ hybrid positioning in science practices at the margin: A look inside a school–museum–scientist partnership project and an after-school science program J Rahm Cultural Studies of Science Education 3, 97-121, 2008 | 98 | 2008 |
| Science in the making at the margin J Rahm Science in the Making at the Margin, 297-312, 2010 | 97 | 2010 |
| The role of afterschool and community science programs in the lives of urban youth J Rahm, MP Martel‐Reny, JC Moore School Science and Mathematics 105 (6), 283-291, 2005 | 87 | 2005 |
| Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program J Rahm, D Ash Learning Environments Research 11, 49-62, 2008 | 84 | 2008 |
| The role of multiple representations in the understanding of ideal gas problems SP Madden, LL Jones, J Rahm Chemistry Education Research and Practice 12 (3), 283-293, 2011 | 77 | 2011 |
| Youths’ and scientists’ authoring of and positioning within science and scientists’ work J Rahm Cultural Studies of Science Education 1, 517-544, 2007 | 74 | 2007 |
| Building democratic character through community experiences in teacher education JA Vadeboncoeur, J Rahm, D Aguilera, MD Lecompte Education and Urban Society 28 (2), 189-207, 1996 | 71 | 1996 |
| Reframing research on informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field J Rahm Journal of Research in Science Teaching 51 (3), 395-406, 2014 | 53 | 2014 |
| Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls J Rahm Ethnography and Education 7 (2), 247-264, 2012 | 37 | 2012 |
| Youth Voice and Positive Identity-Building Practices: The Case of ScienceGirls. J Rahm, A Lachaîne, A Mathura Canadian Journal of Education 37 (1), 209-232, 2014 | 30 | 2014 |
| Young women of color figuring science and identity within and beyond an afterschool science program J Rahm, AJ Gonsalves, A Lachaîne Journal of the Learning Sciences 31 (2), 199-236, 2022 | 25 | 2022 |
| “That don’t look like me.” Stereotypic images of science: Where do they come from and what can we do with them? K Scantlebury, T Tal, J Rahm Cultural Studies of Science Education 1 (3), 545-558, 2007 | 23 | 2007 |
| Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: New imaginaries for research and action J Rahm Cultural Studies of Science Education 11, 61-75, 2016 | 20 | 2016 |
| “A scientist can be anyone!” Oral histories of scientists can make “real science” accessible to youth J Rahm, J Downey The Clearing House 75 (5), 253-257, 2002 | 20 | 2002 |
