Conner, J. (2020). The New Student Activists: The Rise of Neoactivism on College and University Campuses. Baltimore, MD: Johns Hopkins University Press.
Conner, J. & Rosen, M. (Eds.) (2016). Contemporary Youth Activism: Advancing Social Justice in the United States. . Santa Barbara, CA: ABC-CLIO.
Conner, J., Ebby-Rosin, R., & Brown, A. S. (Eds.) (2015). Speak Up and Speak Out: Student Voice in American Educational Policy. A National Society for the Study of Education Yearbook. New York: Teachers College Record.
Refereed Journal Articles
Conner, J. (2020). Cultivating participatory habits and civic responsibility: The far-reaching value of student voice. Green Schools Catalyst Quarterly, 7(1), 30-43.
Rosen, S. & Conner, J. (2019). Negotiating power: How youth organizers recast the debate about school reform. Journal of Community Psychology. https://doi.org/10.1002/jcop.22286
Curry-Villenueve, J., Conner, J., Selby, S., & Pope, D. (2019). Easing the stress at pressure-cooker schools. Phi Delta Kappan. 101(3), 15-19.
Agard, C., Ansari, Z., Conner, J., Ferman, B., Papas, L. & Shiller, J. (2019). Community-engaged research through the lens of school closures: Opportunities, challenges, contributions, and lingering questions. Educational Policy Analysis Archives, 27(55). http://dx.doi.org/10.14507/epaa.27.
Phillippo, K., Conner, J., Davidson, S. & Pope, D. (2017). An analysis of student-report instruments that assess student-teacher relationships. Teachers College Record, 119(9).
Conner, J. & Erickson, J. (2017). When does service-learning work? Contact theory and service-learning courses in higher education. Michigan Journal of Community Service-Learning, 23(2), 53-65. DOI: http://dx.doi.org/10.3998/mjcsloa.3239521.0023.204
Conner, J. & Cosner, K. (2017) Youth change agents: Comparing the sociopolitical identities of youth organizers and youth commissioners. Democracy and Education, 24(1), 1-12.
Conner, J., Ober, C. N. & Brown, A. S. (2016). The politics of paternalism: Youth and adult perspectives on youth voice in public policy. Teachers College Record, 118(8).
Conner, J. & Monahan, K. (2016). The costs of neoliberal education reform: The case of Philadelphia school closures. University of Richmond Law Review, 50, 101-129.
Conner, J. (2016). Pawns or power players? The grounds on which adults dismiss or defend youth organizers. Journal of Youth Studies 19(3), 403-420. DOI: 10.1080/13676261.2015.1083958.
Conner, J. (2015). Student voice: A field coming of age. Youth Voice Journal.
Conner, J. & Cosner, K. (2015). School closure as structural violence and stakeholder resistance as social justice. Journal for Peace and Justice Studies, 24(2): 27-49. DOI: 10.5840/peacejustice201424216
Galloway, M. & Conner, J. (2015). Perpetuating privilege: Students’ perspectives on the culture of a high-performing and high-pressure school. The Educational Forum, 79(2) 99-115. DOI: 10.1080/00131725.2014.1002592
Conner, J., Miles, S. & Pope, D. (2014). How many teachers does it take to support a student? Examining the relationship between teacher support and adverse health outcomes in high-performing, pressure-cooker schools. The High School Journal, 98(1), 22-42. DOI: 10.1353/hsj.2014.0012
Conner, J. (2014). Lessons that last: Former youth organizers’ reflections on what and how they learned. Journal of the Learning Sciences, 23, 447-484. DOI: 10.1080/10508406.2014.928213
Conner, J. & Zaino, K. (2014). Orchestrating change: How youth organizing influences educational policy. American Journal of Education, 120, 173-203. DOI: 10.1086/674371
Conner, J. & Slattery A. (2014). New media and the power of youth organizing: Minding the gaps. Equity and Excellence in Education, 47, 14-30. DOI: 10.1080/10665684.2014.866868
Conner, J., & Pope, D. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and Adolescence, 42, 1426-1442.DOI: 10.1007/s10964-013-9948-y
Galloway, M., Conner, J., & Pope D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. Journal of Experimental Education, 81, 490-510. DOI: 10.1080/00220973.2012.745469
Conner, J., Zaino, K., & Scarola, E. (2013). “Very powerful voices”: The influence of youth organizing on educational policy. Educational Policy, 27, 561 – 588. DOI: 10.1177/0895904812454001
Borrero, N., Conner, J. & Meja, A. (2012). Promoting social justice through service-learning in urban teacher education: The role of student voice. Partnerships: A Journal of Service-Learning and Civic Engagement, 3, 1-25.
Conner, J. (2012). Ghosts of research past: Institutional memory and its implications for educational research. International Journal of Research Methods in Education, 35, 93-104. DOI: 10.1080/1743727X.2012.666716
Conner, J., Mason, M., & Mennis, J. (2012). Valuing but not liking school: Revisiting the relationship between school attitudes and substance use among urban youth. Education and Urban Society, 44, 672-687. DOI: 10.1177/0013124511406915
Conner, J. (2011). Youth organizers as young adults: Their commitments and contributions. Journal of Research on Adolescence, 21, 923-942. DOI: 10.1111/j.1532-7795.2011.00766.x
Conner, J. O. (2010). Building the reciprocal relationship: How students in an affluent private university and a low-income public high school became partners in service and learning. Information for Action: A Journal for Research on Service-Learning for Children and Youth, 3(2), 1-23.
Conner, J. O. (2010). If you require it, will they learn from it? Student perceptions of an independent research project. The History Teacher, 43, 585-594.
Conner, J. (2010). Learning to unlearn: How a service-learning project helped teacher candidates to reframe urban students. Teaching and Teacher Education, 26, 1170-1177. DOI: 10.1016/j.tate.2010.02.001
Conner, J. O. (2009). Student engagement in an independent research project: The influence of cohort culture. Journal of Advanced Academics, 21, 8-38. DOI: 10.1177/1932202X0902100102
Conner, J. O., Pope, D., & Galloway, M. (2009). Success with less stress. Educational Leadership, 67(4), 54-58.
Conner, J. O. (2008). From international schools to inner-city schools: The first principles of the International Baccalaureate Diploma Program. Teachers College Record, 110, 322-351.
Conner, J. O., & Strobel, K. (2007). Leadership development: An examination of individual and programmatic growth. Journal of Adolescent Research, 22, 275-297.DOI: 10.1177/0743558407299698
Refereed Book Chapters
Conner, J. (2015). Partnering with youth organizers inside schools: Promising practices for principals. In M. Evans & D. Hiatt-Michael (Eds.) The power of community engagement for educational change. Charlotte, NC: Information Age Press.
Conner, J. & Pope, D. (2014). Student engagement in high-performing schools: Relationships to mental and physical health. In D. Shernoff & J. Bempenchat (Eds.). NSSE yearbook: Engaging youth in schools: Empirically-based models to guide future innovations. New York: Teachers College Record.
Strobel, K., Osberg, J., & McLaughlin, M. (2006). Participation in social change: Shifting adolescents’ developmental pathways. In S. Ginwright, P. Noguera, & J. Cammarota (Eds.), Beyond resistance! Youth Activism and Community Change: New Democratic Possibilities for Practice and Policy for America’s Youth (pp. 197-214). New York: Routledge.
Invited Peer-reviewed Journal Articles
Conner, J. & Rosen, S. M. (2013). How students are leading us: Youth organizing and the fight for public education in Philadelphia. Perspective on Urban Education, 10(1).
Conner, J. (2012). Steps in walking the talk: How working with a student consultant helped me integrate student voice more fully into my pedagogical planning and practice. Teaching and Learning Together in Higher Education. 6.
Osberg, J., Pope, D., & Galloway, M. (2006). Students matter in school reform: Leaving fingerprints and becoming leaders. International Journal of Leadership in Education, 9, 329-343. DOI: 10.1080/13603120600895338
Invited Book Chapters
Rosen, S. M. & Conner, J. (forthcoming). Conceptualizing youth leadership in youth activism: A multi-dimensional framework. In J. Conner & S. M. Rosen, (Eds.) Contemporary Youth Activism: Advancing Social Justice in the United States. Santa Barbara, CA: Praeger.
Conner, J. & Rosen, S. M. (2015). Zombies, truants, and flash mobs: How youth organizers respond to and shape youth policy. In J. Conner, R. Ebby-Rosin & A. S. Brown (Eds.) Speak Up and Speak Out: Student Voice in American Educational Policy. National Society for the Study of Education, 114 (pp. 203-220). New York: Teachers College.
Conner, J. Pope, D., & Galloway, M. (2010). Success with less stress. In M. Scherer (Ed.), Keeping the Whole Child Healthy and Safe (pp. 121-129). Alexandra, VA: ASCD.
Galloway, M., Pope, D., & Osberg, J. (2007). SOS: Youth perspectives on changing school climates. In D. Thieseen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary Schools, (pp. 611-634.) The Netherlands: Springer.
Technical Reports, Working Papers, and Foundation Reports
Conner, J. (2012). The value of youth organizing. In d. boyd & J. Palfrey (Eds.) Kinder, Braver World Paper Series. The Berkman Center for Internet and Society, Harvard University. (peer reviewed)
Conner, J. (2011). An undeniable force: The influence of the Philadelphia Student Union on youth leaders, the Philadelphia school system and educational policy. Villanova, PA.: Author.