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Cited by

• 1992Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education280 cited
• 2008The SAGE Handbook of Curriculum and Instruction245 cited
• 1996Power, Meaning and Identity: critical sociology of education in the United States201 cited
• 1988Race, Sex, Socioeconomic Status, and Mathematics181 cited
• 2004Gender and Race in Leadership Preparation: A Constrained Discourse161 cited
• 1988Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony136 cited
• 1988Qualitative Research Traditions: A British Response to Jacob130 cited
• 1988Ideology, Curriculuum, and Pedagogy in Home Education127 cited
• 2002The Micropolitics of Instructional Supervision: A Call for Research124 cited
• 2004The Influence of Cultural Synchronization on a Teacher’s Perceptions of Disruption124 cited
• 1984Field Experience, Ideology, and the Development of Critical Reflectivity122 cited
• 1997Restructuring in Context: A Case Study of Teacher Participation and the Dynamics of Ideology, Race, and Power107 cited
• 2002Challenging neo-liberalism, building democracy: creating the Citizen School in Porto Alegre, Brazil106 cited
• 1990Education and the economy