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Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
16 references·16 citing·29 second hopsampled
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(1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningOrganizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Organizational Learning and C…Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39 (1989)Institutional Ecology, `Trans…National Council of Teachers of Mathematics (1979)National Council of Teachers …Institutionalized Organizations: Formal Structure as Myth and Ceremony (1977)Institutionalized Organizatio…School Teacher: A Sociological Study. 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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1977Institutionalized Organizations: Formal Structure as Myth and Ceremony28,271 cited
  • 1998Communities of Practice23,452 cited
  • 1989Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-3910,821 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1991Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation8,397 cited
  • 1998Seeing like a State: How Certain Schemes to Improve the Human Condition Have Failed8,397 cited
  • 1976Educational Organizations as Loosely Coupled Systems7,396 cited
  • 1976School Teacher: A Sociological Study.6,372 cited
  • 1998Seeing like a state: how certain schemes to improve the human condition have failed4,082 cited
  • 2000What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?3,337 cited
  • 2000The Social Life of Information2,707 cited
  • 1999Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed2,438 cited
  • 1995Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship

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1,990 cited
  • 2004Towards a theory of leadership practice: a distributed perspective1,810 cited
  • Cited by

    • 2011Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial318 cited
    • 2006Formative Assessment: Getting the Focus Right308 cited
    • 2014Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards307 cited
    • 2009Retour sur la notion d’objet-frontière306 cited
    • 2007Leadership for Teacher Learning: A Community of Practice Perspective305 cited
    • 2016Multilevel Boundary Crossing in a Professional Development School Partnership230 cited
    • 2009Revisiting the notion of boundary object208 cited
    • 2008Architectures for Learning: A Comparative Analysis of Two Urban School Districts194 cited
    • 2011New Assessments and Environments for Knowledge Building184 cited
    • 2011Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale.169 cited
    • 2020Science practical work and its impact on students' science achievement164 cited
    • 2014Developing Visions of High-Quality Mathematics Instruction153 cited
    • 2007Bridging the University–School Divide144 cited
    • 2013Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers142 cited
    • 2009Revisiting and reframing use: Implications for the integration of ICT138 cited
    • 2012Using transformative boundary objects to create critical engagement in science: A case study131 cited