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Understanding teachers’ self-sustaining, generative change in the context of professional development

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2009Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms241 cited
2013Mathematics teachers’ learning: a conceptual framework and synthesis of research233 cited
2005Enacting reform‐based science materials: The range of teacher enactments in reform classrooms

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222 cited

2004Professional development in inquiry‐based science for elementary teachers of diverse student groups210 cited

2005Frameworks for Thinking194 cited

2000Changing theories, changing practice: exploring early childhood teachers’ professional learning170 cited

2007Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform170 cited

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2007An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context142 cited

2005Lesson Study: A Means for Elementary Teachers to Develop the Knowledge of Mathematics Needed for Reform-Minded Teaching?140 cited

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2009Conducting Design Experiments to Support Teachers' Learning: A Reflection From the Field126 cited

1998Game Design as an Interactive Learning Environment for Fostering Students' and Teachers' Mathematical Inquiry118 cited