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Cited by

• 2004Beliefs, practices, and interactions of teachers in a Japanese high school English department157 cited
• 2002Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model140 cited
• 2002Research for High-Quality Urban Teaching133 cited
• 1997Becoming a Teacher: Self and the Social Location of Teacher Education126 cited
• 2009The Principal's Role in Teacher Development124 cited
• 2012The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review120 cited
• 1999Communities and Consequences: An Inquiry into Ideology and Practice in Teachers’ Professional Work115 cited
• 2007The professional development of school principals108 cited
• 2010Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?102 cited
• 2005Autonomy, beliefs and the learning of elementary mathematics teachers96 cited
• 2008Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice95 cited
• 1992Beyond the New Conception of Teacher Induction89 cited
• 2006The paradox of administrative control in fostering teacher professional development75 cited