Abugasea Heidt, M. (2022). Imagination as a tool for participation in communities for middle-school German students. Die Unterrichtspraxis/Teaching German, 55(1), 112-125.
Abugasea Heidt, M. (2021). Harnessing imagined communities in the classroom: Motivating and empowering language learners. The Language Educator, Fall, 38-42.
Abugasea Heidt, M. (2020). Translanguaging and multicompetence: Valuing the natural practices of bilingual and biliterate language users. The Language Educator, Fall, 44-47.
Abugasea Heidt, M. (2020). Be the change: How giving students opportunities to make positive change can grow their skills for life beyond the classroom. The Language Educator, Summer, 50-52.
Svrcek, N. S. & Abugasea Heidt, M. (2022). Beyond levels and labels: Applying self-determination theory to support readers. Literacy, 56(4), 311-326. https://doi.org/10.1111/lit.12286
Colantonio-Yurko, K., Abugasea Heidt, M., & Szilágyi, J. (2023). Third culture and cross-cultural kids: Supporting bi/multilingual students with many cultural identities and experiences. The Clearing House: A Journal of Educational Strategies, 96(2),52-60. DOI: 10.1080/00098655.2023.2165473
Abugasea Heidt, M., French, M. M., & Miller, H. C. (2023). Graphic novels as curricular counter-narratives for English language learners and emergent bilinguals. Multicultural Perspectives, 25(2) 116–125. DOI:10.1080/15210960.2023.2212713
Abugasea Heidt, M. (2023). All for one and one for all: Integral education for a better world. Childhood Education: Innovations, September/October, 40-45.