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Classrooms That Work: They Can All Read and Write
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Classrooms That Work: They Can All Read and Write (1993)Classrooms That Work: They Can All Read a…Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection (2013)Getting reflection off the pa…Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice (2010)Disrupting Injustice: Princip…Revisiting Read‐Aloud: Instructional Strategies That Encourage Students' Engagement With Texts (2009)Revisiting Read‐Aloud: Instru…Recommendations for Fostering Educational Resilience in the Classroom (2008)Recommendations for Fostering…Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms (2008)Accommodating differences: va…The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006)The Impact of Explicit, Self-…Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay (2006)Standards-Based Teacher Evalu…The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2005)The impact of instructional p…Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches (2005)Balanced, Strategic Reading I…A Comparative Study of Small Group Fluency Instruction (2005)A Comparative Study of Small …“Heʼs Not Really a Reader …” (2003)“Heʼs Not Really a Reader …”Principal Leadership for Professional Development to Build School Capacity (2002)Principal Leadership for Prof…Professional Development That Addresses School Capacity: Lessons from Urban Elementary Schools (2000)Professional Development That…On the Effectiveness and Limitations of Tutoring in Reading (1998)On the Effectiveness and Limi…What Makes Literacy Tutoring Effective? 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  • 2000Professional Development That Addresses School Capacity: Lessons from Urban Elementary Schools530 cited
  • 2002Principal Leadership for Professional Development to Build School Capacity389 cited
  • 1996What Makes Literacy Tutoring Effective?262 cited
  • 2013Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection200 cited
  • 2005The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools181 cited
  • 2010Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice174 cited
  • 2005Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches136 cited
  • 2008Recommendations for Fostering Educational Resilience in the Classroom122 cited
  • 2003“Heʼs Not Really a Reader …”116 cited
  • 2005A Comparative Study of Small Group Fluency Instruction112 cited
  • 1995Diverse Learners Participating in Regular Education "Book Clubs"106 cited
  • 2008Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms93 cited
  • 1998On the Effectiveness and Limitations of Tutoring in Reading84 cited

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  • 2006The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities77 cited
  • 2006Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay73 cited
  • 2009Revisiting Read‐Aloud: Instructional Strategies That Encourage Students' Engagement With Texts69 cited