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Cited by

• 2002Translating emotion theory and research into preventive interventions.356 cited
• 1999Reform and Teaching: Exploring Patterns of Practice in the Context of National and State Mathematics Reforms340 cited
• 2009Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching314 cited
• 2008Current Issues in Competence Modeling and Assessment296 cited
• 2006Regarding uncertainty in teachers and teaching206 cited
• 2009Facilitating the Transition from Empirical Arguments to Proof197 cited
• 1996Creating classrooms that students experience as communities195 cited
• 2010Teacher education, preservice teacher beliefs, and the moral work of teaching159 cited
• 1999Teachers' Perceptions of Moral Dilemmas at School154 cited
• 1996Integrity in Teaching: Recognizing the Fusion of the Moral and Intellectual145 cited
• 2005“Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics145 cited
• 2002Local Theories of Teacher Change: The Pedagogy of District Policies and Programs145 cited
• 2009A Critical Analysis of Reflection as a Goal for Teacher Education142 cited
• 2016