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• 2013What Really Matters When Working With Struggling Readers138 cited
• 2013Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education.122 cited
• 2018“Assessment knowledge is important, but …” : How contextual and experiential factors mediate assessment practice and training needs of language teachers108 cited
• 2008Professional identity of a reading teacher: responding to high‐stakes testing pressures79 cited
• 2010Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation75 cited
• 2011Are Students Telling Us the Truth? A Critical Look at the Student Evaluation of Teaching74 cited
• 2003High Stakes Principalship—Sleepless Nights, Heart Attacks and Sudden Death Accountabilities: Reading Media Representations of the United States Principal Shortage68 cited
• 2013Teacher and Administrator Responses to Standards-Based Reform63 cited
• 2004Beyond mediocrity: transformational leadership within a transactional framework62 cited
• 2024A Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education60 cited
• 2013The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?58 cited
• 2010Multigroup Construct Validity Evidence of the HOPE Scale: Instrumentation to Identify Low-Income Elementary Students for Gifted Programs