Research
Peer-Reviewed Publications
Dawer, D. I., & Benzon, M. (2026). Introduction to the special issue, Democracy dismantled: Takeover and the lived experience of state-directed urban school reform. Texas Education Review, 14(1), 92-97. https://doi.org/10.26153/tsw/64546
Dawer, D. I. (2026). “We’re teaching them to follow orders”: English language arts teachers’ responses to state takeover. In B. Hsieh, J. Tourneville, M. P. Chopin, & A. Priede (Eds.), Teachers in a world in transition: International perspectives on education reform and teachers’ lived experiences (pp. 52-68). Routledge. https://doi.org/10.4324/9781003678885-5
Dawer, D. I., & Timm, T. (2026). Contaminated spaces: A critical policy analysis of historical school siting policy and environmental racism in Detroit and Houston. Journal of Spatial Equity and Education, 1(1), 62-85. https://doi.org/10.66981/001c.167462
Dawer, D. I. (2025). “We are not your colony”: Policy discourses and resistance in Texas’s takeover of Houston Independent School District. Education Policy Analysis Archives, 33(11). https://doi.org/10.14507/epaa.33.8508
Dawer, D. I., & Woulfin, S. L. (2024). From oyster reefs to turnaround schools: An educational restoration model for the COVID-19 era. Leadership and Policy in Schools, 24(2), 312-329. https://doi.org/10.1080/15700763.2024.2303678
Policy Reports
Dawer, D. I., Jones, G., Lee, J., Morel, D., Nelson, S. L., San Miguel, G., Wasden, K., Williams, R., Yanez, E., & Yarborough, M. (2026). “Diminished, Degraded, and Destroyed”: A Report by the Commission on the Takeover of Houston Independent School District.
Singer, J., Woulfin, S. L., Dawer, D. I., Lizarraga, L., Strunk, K. O., Harbatkin, E., & Chen, W. (2026). Round 4 of the Partnership Model: 2024-25 Implementation Report. Education Policy Innovation Collaborative.
Jabbar, H., Holme, J. J., Owens, A., Dawer, D. I., Timm, T., Espinoza, D., Blagg, T., & Madrigal, T. (2025). Harmonizing Systems to Reduce Eviction and Homelessness: An Environmental Scan of Innovative School-Housing Partnerships. University of Southern California Rossier School of Education.
Woulfin, S. L., Dawer, D. I., McKenzie, L., & Pernetti, M. (2024). The Ecosystem of Actors Influencing the Implementation of STEM Innovations. Paper commissioned by the National Academies of Science, Engineering, and Medicine Committee on PreK-12 STEM Education innovations.
Book Reviews
Dawer, D. I. (2026). Review: What We Stand to Lose: Black Teachers, the Culture They Created, and the Closure of a New Orleans High School by Kristen L. Buras. E3W Review of Books, 26, 60-61.
Dawer, D. I. (2025). Review: Designed to Fail: Why Racial Equity in School Funding Is So Hard to Achieve by Roseann Liu. E3W Review of Books, 25, 62-63.
Dawer, D. I. (2023). Review: Moving Across Differences: How Students Engage LGBTQ+ Themes in a High School Literature Class by Mollie V. Blackburn. E3W Review of Books, 23, 16-17.