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Cited by

• 2007Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom131 cited
• 2003Culture and Classroom Reform: The case of the District Primary Education Project, India91 cited
• 1992Beyond the New Conception of Teacher Induction89 cited
• 1999The epistemological stance between the knower and the known75 cited
• 1993The art and science of constructivist research in teacher thinking71 cited
• 1997Prompting teachers’ constructive reflection: pupils’ questions as critical incidents70 cited
• 1998Orhan: a case study in the development of a student teacher's personal theories67 cited
• 1993Transitions in the Theoretical Foundation of Instructional Design63 cited
• 2012Reciprocity between narrative, questioning and imagination in the early and primary years: Examining the role of narrative in possibility thinking60 cited
• 2019Equity and Diversity31 cited
• 1995School-based evaluation: A close-up22 cited
• 2007Changing and/or reinscribing gendered discourses of team leadership in education?17 cited
• 2017Trilingual education in China: perspectives from a university programme for minority students15 cited
• 2011Continuity, change and mature musical identity construction: Using ‘Rivers of Musical Experience’ to trace the musical lives of six mature-age keyboard players