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The Politics of curriculum and testing
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  • 2004Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research422 cited
  • 1997Between Systemic Reforms and the Mathematics and Science Classroom: The Dynamics of Innovation, Implementation, and Professional Learning233 cited
  • 2013How Paradigms Create Politics204 cited
  • 1997Aligned Instructional Policy and Ambitious Pedagogy: Exploring Instructional Reform from the Classroom Perspective197 cited
  • 2004Are We Creating Separate and Unequal Tracks of Teachers? The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization190 cited
  • 2003Chapter 4:Professional Development as a Policy Pathway177 cited
  • 2010Professional Development in the Accountability Context: Building Capacity to Achieve Standards173 cited
  • 2005The Role of Nonsystem Actors in the Relationship Between Policy and Practice: The Case of Reading Instruction in California167 cited
  • 2019Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations164 cited
  • 2015How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?158 cited
  • 2005No Child Left Behind and the Federal Role in Education: Evolution or Revolution?153 cited
  • 2011Levels of Leadership147 cited
  • 2020The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform

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147 cited
  • 1992Rethinking School-Based Management Policy and Research145 cited
  • 2014How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching143 cited
  • 1993Beyond Common Sense in Educational Restructuring135 cited