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• 2009How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa227 cited
• 2023Equity and Inclusion in Education175 cited
• 2006Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator’s Dilemma163 cited
• 2010Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study148 cited
• 2008A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities137 cited
• 2002Professional development: a key to Kentucky's educational reform effort118 cited
• 2003Beyond the middle: A report about Literacy and Numeracy Development of Target Group STudents in the Middle Years of Schooling.114 cited
• 2008Supported Teacher Collaborative Inquiry.96 cited
• 2006Autonomy through pedagogical research92 cited
• 2002Professional development to promote schoolwide inquiry89 cited
• 2013The nature of integration among PCK components: A case study of two experienced chemistry teachers89 cited
• 2020Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency85 cited
• 2002Parallel leadership: a clue to the contents of the “black box” of school reform