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Cited by

• 2003Fostering Meaningful Racial Engagement Through Intergroup Dialogues219 cited
• 2002Overcoming the Paradox of Change without Difference: A Model of Change in the Arena of Fundamental School Reform209 cited
• 2013Principal turnover and student achievement192 cited
• 2002The experience of a professional community: teachers developing a new image of themselves and their workplace175 cited
• 1994Policy archaeology: a new policy studies methodology175 cited
• 2000Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment132 cited
• 2005Retention Under Chicago’s High-Stakes Testing Program: Helpful, Harmful, or Harmless?130 cited
• 2008On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning123 cited
• 2008Chinese and American preschool teachers’ beliefs about early childhood curriculum121 cited
• 2012The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context112 cited
• 1999Photosynthesis and 'inverse respiration' in plants: an inevitable misconception?112 cited
• 1998Finding a voice – thinking with others: a conception of action research87 cited
• 2012The effect of centralization and cohesion on the social construction of knowledge in discussion forums