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Mathematics Teachers in Transition
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Mathematics Teachers in Transition (2013)Mathematics Teachers in TransitionMathematics teachers’ learning: a conceptual framework and synthesis of research (2013)Mathematics teachers’ learnin…Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? 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(1992)Basics of Qualitative Research: Grounded Theory Procedures and Techniques (1993)An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students (2005)The road to culturally relevant science: Exploring how teachers navigate change in pedagogy (2010)A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning (2017)Handbook of research on mathematics teaching and learning (1992)Handbook of educational psychology (1997)Enacting reform‐based science materials: The range of teacher enactments in reform classrooms (2005)Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms (2009)Handbook of Educational Psychology (2013)Knowledge and Teaching:Foundations of the New Reform (1987)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches (2016)General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education (2017)Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers (2017)Understanding Attitudes and Predicting Social Behavior (1980)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)The nature and development of middle school mathematics teachers’ knowledge (2011)Mathematics Teachers’ Beliefs (2013)Fourth Generation Evaluation (2014)Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China (2020)Fourth-Generation Evaluation (1988)Examining the use of a structured analysis framework to support prospective teacher noticing (2014)Attitudes, Beliefs, Motivation and Identity in Mathematics Education (2016)School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction (2017)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Adding It Up: Helping Children Learn Mathematics (2013)Mathematics Education Research Journal (2013)Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016)Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice (2017)No silver bullet for inquiry: Making sense of teacher change following an inquiry‐based research experience for teachers (2008)The New Meaning of Educational Change (2010)Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching (2012)A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case (2018)Qualitative Research for Education: An Introduction to Theory and Methods (1997)A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013)Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas (2013)Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review (2020)Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts (2010)
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  • 2013Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach260 cited
  • 2011Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice254 cited
  • 1998Understanding teachers’ self-sustaining, generative change in the context of professional development244 cited
  • 2013Mathematics teachers’ learning: a conceptual framework and synthesis of research233 cited
  • 2005The beliefs/practice connection in broadly defined contexts224 cited
  • 2002Overcoming the Paradox of Change without Difference: A Model of Change in the Arena of Fundamental School Reform209 cited
  • 2002A Balancing Act: Developing a Discourse Community in a Mathematics Classroom204 cited
  • 2006Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms183 cited
  • 2007Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform170 cited
  • 2003Teacher change in beliefs and practices in science and literacy instruction with English language learners165 cited
  • 2001A Review of Research Perspectives on Mathematics Teacher Education153 cited
  • 1998Learning Mathematics for Teaching: From a Teachers' Seminar to the Classroom151 cited
  • 2007Emotion, identity and teacher learning: becoming a primary mathematics teacher

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140 cited
  • 2007Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks135 cited
  • 2009Conducting Design Experiments to Support Teachers' Learning: A Reflection From the Field126 cited
  • 2005What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives122 cited