Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale.

16 references·16 citing·33 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
1979National Council of Teachers of Mathematics8,499 cited
1996The Culture of Education6,227 cited
1992Handbook of research on mathematics teaching and learning6,121 cited
2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
2013Adding It Up: Helping Children Learn Mathematics4,090 cited
2000The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom2,548 cited
2008The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types2,541 cited
1998Understanding by Design2,408 cited
2002Trust in Schools: A Core Resource for Improvement2,212 cited
2004Towards a theory of leadership practice: a distributed perspective1,810 cited
2009Professional learning in the learning profession: A status report on teacher development in the United States and abroad.1,746 cited
2009Teaching Practice: A Cross-Professional Perspective1,507 cited
1993Teachers' Professional Development in a Climate of Educational Reform

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1,407 cited

2005Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula1,334 cited

Cited by

2013Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation165 cited
2014Developing Visions of High-Quality Mathematics Instruction153 cited
2014How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching143 cited
2013Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers142 cited
2015A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science138 cited
2017Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era131 cited
2014Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships126 cited
2017Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform87 cited
2014Mathematics Teachers' Enactment of Cognitively Demanding Tasks: Investigating Links to Teachers' Knowledge and Conceptions82 cited
2016Leader noticing of facilitation in videocases of mathematics professional development76 cited
2016Content-Focused Coaching: Five Key Practices75 cited
2014Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale75 cited
2014Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching67 cited
2021Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers65 cited
2014Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning64 cited
2019Coherence and the positioning of teachers in professional development programs. A systematic review62 cited