1. Anxo Santos Rego, M., & Nieto, S. (2000). Multicultural/intercultural teacher education in two contexts: Lessons from the United States and Spain. Waltham: Elsevier.
2. Ball, A. F. (1999). Preservice teachers’ perspectives on literacy and its use in urban schools: A Vygotskian perspective on internal activity and teacher change. In C. Lee & P. Smagorinsky (Eds.), Worlds of meaning: Vygotskian perspectives on literacy research (pp. 314–359). Cambridge, MA: Cambridge Press.
3. Ball, A. F. (2000). Preparing teachers for diversity: Lessons learned from the U.S. & South Africa. Teaching and Teacher Education, 16, 491–509.
4. Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72.
5. Ball, A. F. (2012). To know is not enough: Knowledge, power, and the zone of generativity. Educational Researcher, 41(4), 283–293.