• Montecinos, C. & Tidwell, D. (1996). Teachers’ choices for infusing multicultural content: Assimilating multicultural practices into schemata for instruction in the content area. En F. Rios (Ed.), Teacher thinking in cultural contexts (pp. 129-148). Albany: SUNY Press.
  • Quaas, C. (1995). Situación curricular de la educación media técnico profesional. Revista de Tecnología Educativa, 12(3), 259-294.
  • Montecinos, C. (1995). Multicultural education for a culturally diverse teaching force. In R. Martin (Ed.), Practicing what we teach: Confronting diversity in teacher education (pp. 97-116). Albany: SUNY Press.
  • Montecinos, C. (1995). Culture as an ongoing dialogue: Implications for multicultural teacher education. En C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 291-308). Albany: SUNY Press.
  • Nielsen, L., & Montecinos, C. (1995). Patterns of professional development among seven master elementary teachers. Journal of Staff Development, 16, 40-43.
  • Montecinos, C. (1995). Remembering high school: Students of color make the case for an education that is multicultural. The High School Journal, 78, 124-132.
  • Quaas, C. & González, S. (1994). Determinación del grado de coherencia curricular entre los subsistemas de educación general básica y educación media técnico profesional. Perspectiva Educacional, 24, 51-66.
  • Montecinos, C. (1994). Characterizing ethnic groups in the curriculum. Insights on Diversity (p. 11). Bloomington, IN: Kappa Delta Pi.
  • Montecinos, C. (1994). Teachers of color and multiculturalism. Equity & xcellence in Education, 27, 34-42.