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Cited by

• 1981As failures mount: Affective and cognitive consequences of ability demotion in the classroom.105 cited
• 1984Individual differences in time needed for learning: A review of literature99 cited
• 1993Formative Assessment: some theoretical problems and empirical questions94 cited
• 1981Cognitive Psychology and Educational Practice86 cited
• 2002Facilitar a aprendizagem: ajudar aos alunos a aprender e a pensar82 cited
• 1976Behavioral Instruction in the College Classroom76 cited
• 2010Psychology for the Classroom: Behaviourism74 cited
• 1984Time, Equality, and Mastery Learning72 cited
• 19773: Instruction in Classrooms71 cited
• 2016Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving64 cited
• 1979Research on Teacher Selection63 cited
• 1994Chapter 2: Moral Perspectives on Teaching61 cited
• 1982Outcome-based Instructional Management: A Sociological Perspective61 cited
• 2005Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications61 cited
• 1990Collaborative Consultation: Empowering Public School Personnel to Provide Heterogeneous Schooling for All-or, Who Rang That Bell?