Bradt, N. K. (in preparation). The familial curriculum of current events. Theory and Research in Social Education.
Yu, Q., Wang, J., Wang, L., Jia, Y., Bradt, N. K (in preparation). Do grandparents influence children’s social-emotional development? School Psychology Review.
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
Bradt, N. & Tahiri, M. (2021). Seeing COVID-19 through global citizenship education. Interconnected. Global Education Benchmark Group.
Friedrich, D. S., & Bradt, N. K. (2021). The dissertation and the archive: Governing a field through the production of a genre. Comparative Education Review, 65(2).
Falk, B., Souto-Manning, M., Lopez, D., Cardwell, N., Bradt, N., Cruz, L., McGowan, N., Perez, A., Rabadi-Raol, A., & Rollins, E. (2020). Quality UPK Teaching in Diverse Settings. The Learning Curve: Research, Policy, and Practice Insights. Foundation for Child Development.
Souto-Manning, M., Falk, B., López, D., Barros Cruz, L., Bradt, N., Cardwell, N., McGowan, N., Perez, A., Rabadi-Raol, A., & Rollins, E. (2019). A transdisciplinary approach to equitable teaching in early childhood education. Review of Research in Education, 43.