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Cited by

• 2009Causes of tension in post-observation feedback in pre-service teacher training: An alternative view200 cited
• 2009Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence191 cited
• 2002The Micropolitics of Instructional Supervision: A Call for Research124 cited
• 2020Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia117 cited
• 2005The Case for Expanding Standards for Teacher Evaluation to Include an Instructional Supervision Perspective114 cited
• 2016The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice109 cited
• 2001How School Leaders can Promote Teachers' Professional Development. An Account from the Field71 cited
• 2015When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor62 cited
• 2014Whose perception of principal instructional leadership? Principal-teacher perceptual (dis)agreement and its influence on teacher collaboration58 cited
• 2019Teacher Observation and Reliability: Additional Insights Gathered from Inter-rater Reliability Analyses15 cited