| The ins and outs of homeschooling: The determinants of parental motivations and student achievement E Collom Education and urban society 37 (3), 307-335, 2005 | 348 | 2005 |
| Engagement of the elderly in time banking: The potential for social capital generation in an aging society E Collom Journal of aging & social policy 20 (4), 414-436, 2008 | 156 | 2008 |
| Community currency in the United States: the social environments in which it emerges and survives E Collom Environment and planning A 37 (9), 1565-1587, 2005 | 153 | 2005 |
| Equal time, equal value: Community currencies and time banking in the US E Collom, JN Lasker Routledge, 2016 | 133 | 2016 |
| Motivations and Differential Participation in a Community Currency System: The Dynamics Within a Local Social Movement Organization1 E Collom Sociological Forum 26 (1), 144-168, 2011 | 121 | 2011 |
| Time banking and health: The role of a community currency organization in enhancing well-being J Lasker, E Collom, T Bealer, E Niclaus, J Young Keefe, Z Kratzer, ... Health promotion practice 12 (1), 102-115, 2011 | 118 | 2011 |
| The motivations, engagement, satisfaction, outcomes, and demographics of time bank participants: survey findings from a US system E Collom international Journal of Community Currency research 11 (1), 36-83, 2007 | 108 | 2007 |
| HOME SCHOOLING AS A SOCIAL MOVEMENT: IDENTIFYING THE DETERMINANTS OF HOMESCHOOLERS'PERCEPTIONS E Collom, DE Mitchell Sociological Spectrum 25 (3), 273-305, 2005 | 91 | 2005 |
| Using performance indicators to hold schools accountable: Implicit assumptions and inherent tensions RT Ogawa, E Collom Peabody Journal of Education 75 (4), 200-215, 2000 | 81 | 2000 |
| Two classes and one vision? Managers’ and workers’ attitudes toward workplace democracy E Collom Work and occupations 30 (1), 62-96, 2003 | 76 | 2003 |
| Key indicators of time bank participation: Using transaction data for evaluation E Collom International Journal of Community Currency Research 16 (A), 18-29, 2012 | 42 | 2012 |
| Worker control: The bases of women's support E Collom Economic and Industrial Democracy 21 (2), 211-235, 2000 | 30 | 2000 |
| Educational Indicators: What Are They? How Can Schools and School Districts Use Them?. R Ogawa, E Collom | 28 | 1998 |
| The determinants of student achievement at the academy for Academic Excellence DE Mitchell, E Collom CA: School of Education University of California, 2001 | 27 | 2001 |
| Social inequality and the politics of production: Identifying potential supporters of economic democracy E Collom Sociological Forum 16, 471-501, 2001 | 21 | 2001 |
| Educational indicators: What are they R Ogawa, E Collom Riverside, CA: ERIC, 1998 | 19 | 1998 |
| Clarifying the cross-class support for workplace democracy E Collom Berkeley journal of sociology, 71-103, 2001 | 13 | 2001 |
| Banking time in an alternative market: A quantitative case study of a local currency system E Collom 103rd Annual Meeting of the American Sociological Association, Boston, 2008 | 11 | 2008 |
| Protest engagement in America: The influence of perceptions, networks, availability, and politics E Collom American Sociological Association, Chicago, 2003 | 8 | 2003 |
| Alternative movements E Collom Encyclopedia of activism and social justice, 76-78, 2007 | 6 | 2007 |
