My research examines approaches to teaching for social justice within and despite accountability-driven K-12 and teacher preparatory contexts. In addition to my published work, I also work closely with local parents, schools, and communities to address pressing issues of social justice within and beyond the classroom. Currently, I serve as section co-chair for Division K (Teaching and Teacher Education) of the American Educational Research Association (AERA), and am a former board member of AERA's Critical Educators for Social Justice Special Interest Group. I am also active within the National Association of Multicultural Education (NAME), and the National Council of Teachers of English (NCTE). At the local level, I co-founded the Ladera Ranch Social Justice Committee, and have served as an elected School Site Council member in two Southern California school districts.
- Dover, A. G., Kressler, B., & Lozano, M. (2019). Learning our way through: Critical professional development for social justice in teacher education. The New Educator.
- Dover, A. G., Henning, N., Agarwal-Rangnath, R. & Dotson, E. K. (2018). It’s heart work: Critical case studies, critical professional development, and fostering hope among justice-oriented teacher educators. Multicultural Perspectives, 20(4), 229-239.
- Dover, A. G. & Rodriguez-Valls, F. (2018). Learning to "brave up": Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms. International Journal of Multicultural Education, 20(3).
- Dover, A. G. (2018). Your compliance will not protect you: Agency and accountability in urban teacher preparation. Urban Education.
- Dover, A. G. (2018). So you think you have this down? Queering the conversation in teacher education. In S. Chappell, K. Ketchum, & L. Richardson (Eds.), Gender Diversity and LGBTQ Inclusion and Advocacy in K-12 Schools. Routledge.
- Henning, N., Dover, A. G., Dotson, E. K., & Agarwal-Rangnath, R. (2018). Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments. Education Policy & Analysis Archives, 26(26).
- Henning, N., Dover, A., Dotson, E. K., Agarwal-Rangnath, R., Clayton, C. D., Donovan, M. K., … Dunn, A. (2018). Navigating the contested terrain of teacher education policy and practice:Authors respond to SCALE. Education Policy Analysis Archives, 26(31).
- Dover, A. G. & Schultz, B. (2018). Turning towards students: Adopting a student-centered stance in mandate-centered times. In G. Holl, D. Gollnick & L. Quinn (Eds.), The handbook of teaching and learning (pp. 199-223). Wiley.
- Dotson, E., Dover, A. G., Henning, N & Agarwal-Rangnath, R. (2018). They should see themselves as powerful: Teacher educators, agency, and resisting TPAs. In R. Ahlquist, T. Montaño & P. Gorski (Eds.), Assault on kids and teachers: Countering privatization, deficit ideologies, and standardization in U.S. schools (pp. 219-236). New York, NY: Peter Lang.
- Dover, A. G. (2017). Approaches to teaching for social justice: Examining secondary English teachers’curricular intentions. SAGE research methods cases. DOI 10.4135/9781473996731.
- Schultz, B. D. & Dover, A. G. (2017). “We do everything with edTPA and what students want” Interrupting and Disrupting Teacher Education in Troubling Times. In J. Carter & H. Lochte (Eds.), Teacher performance assessment and accountability reforms: The impacts of edTPA on teaching and schools (pp. 107-117). Palgrave McMillan.
- Dover, A. G., Henning, N. & Agarwal-Rangnath, R. (2016). Reclaiming agency: Justice oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education, 59, 457-467.
- Dover, A. G. & Pozdol, T. (2016). Teaching good kids in a m.A.A.d world: Using hip-hop to reflect, reframe, and respond to complex realities. English Journal, 105(4), 43-48.
- Dover, A. G. & Schultz, B. D. (2016). Troubling the edTPA: Illusions of Objectivity & Rigor. The Educational Forum, 80(1), 95-106.
- Dover, A. G. (2016). Teaching for social justice and the Common Core: Justice-oriented curriculum for language arts and literacy. Journal of Adolescent & Adult Literacy, 59(6), 517-527.
- Dover, A. G. (2016). Teaching for social justice AND standards: Lessons in secondary English Language Arts. Richards, J. & Zenkov, K. (Eds.) Social justice, the Common Core, and closing the instructional gap. Information Age Publishing.
- Dover, A. G., Schultz, B. D., Smith, K & Duggan, T. J. (2015, September 14.) Embracing the controversy: edTPA, corporate influence, and the cooptation of teacher education. Teachers College Record.
- Dover, A. G. (2015). “Promoting acceptance” or “preparing warrior scholars”: Variance in teaching for social justice vision and praxis. Equity & Excellence in Education, 48 (3), 361-372.
- Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, March 30). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teachers College Record.
- Dover, A. G. (2014). Grassroots methods: Designing justice centered curriculum in a standards based world. In Chicago Grassroots Curriculum Taskforce, Grassroots curriculum toolkit 4.0: A critical urban praxis collection (pp. 128-131). Chicago, IL: Author.
- Dover, A. G. (2013). Getting ‘up to code’: Preparing for and confronting challenges when teaching for social justice in standards-based classrooms. Action in Teacher Education, 35(2), 89-102.
- Dover, A. G. (2013). Teaching for social justice: From conceptual frameworks to classroom practices. Multicultural Perspectives, 15(1), 3-11.
- Dover, A. G. (2009). Teaching for Social Justice and K-12 Student Outcomes: A Conceptual Framework and Research Review. Equity & Excellence in Education. 42(4), 506-524.
- George, A. (2008). Great Expectations for the Future: Bridging Dickens to Dreams. In A. Shostak, Anticipate the School You Want: Futurizing K-12 Education (pp. xxxv-xxxix). Maryland: Rowman & Littlefield.
- Reilly Carlisle, L., B. Jackson, and A. George. (2006). Principles of Social Justice Education: The Social Justice Education in Schools Project. Equity & Excellence in Education. 39 (1), 55-64.