Bradt, N. K. (in preparation). Making complex social studies teachable: Elementary pre-service teachers’ pedagogical transformation. Social Studies Research and Practice.
Yu, Q., Wang, J., Wang, L., Jia, Y., Bradt, N. K (in preparation). The impact of grandparents on the social-emotional development of children. Schol Psychology Review.
Bradt., N. K., Shuttleworth, J., Waller, M., Katz, M. (under review). Representations of civics: Pre-service teachers’ knowledge, confidence, and pedagogical content knowledge. The Social Studies.
Bradt, N. K. (revise and resubmit). Making sense of the news at home: Familial curricula of current events among middle-class, politically liberal U.S. parents. Theory & Research in Social Education.
Bradt, N. K. (accepted). Sustaining Language, identity, and belonging of immigrant students in social studies classrooms: Insights from immigrant teachers. In Social Studies for Immigrant Children and Youth: Centering Students’ Knowledge and Experiences for the Classroom. Teachers College Press.
Bradt, N. K. (2026). From civic commitments to instructional planning: Elementary pre-service teachers and justice-oriented democratic citizenship. Journal of Social Studies Research.
Bradt, N. K. (2024). Gender differences in transnational youth’s perceptions of global citizenship education. Journal of Social Studies Education Research, 15(5), 226–265.
Bradt, N. K. (2024). “How we think, who we are, and who we want to be”: Authentic participatory action research for social studies. The Journal of Social Studies Research, 1–24. https://doi.org/10.1177/23522798241300323
Bradt, N. K. (2023). Transnational youth’s understanding of global citizenship education. Globalisation, Societies and Education, 1–23. https://doi.org/10.1080/14767724.2023.2286251