| Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions IS Horn, JW Little American educational research journal 47 (1), 181-217, 2010 | 1184 | 2010 |
| Learning on the job: A situated account of teacher learning in high school mathematics departments IS Horn Cognition and instruction 23 (2), 207-236, 2005 | 477 | 2005 |
| Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers' conversations IS Horn Journal of the Learning Sciences 16 (1), 37-79, 2007 | 368 | 2007 |
| Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community IS Horn Teachers College Record 112 (1), 225-259, 2010 | 347 | 2010 |
| Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education TM Philip, M Souto-Manning, L Anderson, I Horn, D J. Carter Andrews, ... Journal of Teacher Education 70 (3), 251-264, 2019 | 272 | 2019 |
| Developing practices in multiple worlds: The role of identity in learning to teach IS Horn, SB Nolen, C Ward, SS Campbell Teacher Education Quarterly 35 (3), 61-72, 2008 | 266 | 2008 |
| A taxonomy of instructional learning opportunities in teachers’ workgroup conversations IS Horn, B Garner, BD Kane, J Brasel Journal of teacher education 68 (1), 41-54, 2017 | 256 | 2017 |
| Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise IS Horn, BD Kane Journal of the Learning Sciences 24 (3), 373-418, 2015 | 238 | 2015 |
| Strength in numbers IS Horn National Council of Teachers of Mathematics, 2012 | 236 | 2012 |
| Normalizing’problems of practice: Converting routine conversation into a resource for learning in professional communities JW Little, IS Horn Professional learning communities: Divergence, depth, and dilemmas, 79-92, 2007 | 222 | 2007 |
| Situating motivation SB Nolen, IS Horn, CJ Ward Educational Psychologist 50 (3), 234-247, 2015 | 200 | 2015 |
| Making sense of student performance data: Data use logics and mathematics teachers’ learning opportunities IS Horn, BD Kane, J Wilson American Educational Research Journal 52 (2), 208-242, 2015 | 191 | 2015 |
| Turnaround students in high school mathematics: Constructing identities of competence through mathematical worlds IS Horn Mathematical Thinking and Learning 10 (3), 201-239, 2008 | 171 | 2008 |
| Novice teacher learning and motivation across contexts: Assessment tools as boundary objects SB Nolen, IS Horn, CJ Ward, SA Childers Cognition and Instruction 29 (1), 88-122, 2011 | 112 | 2011 |
| Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups R Hall, I Seidel Horn Mind, Culture, and Activity 19 (3), 240-258, 2012 | 97 | 2012 |
| Developing pedagogical judgment in novice teachers: Mediated field experience as a pedagogy for teacher education IS Horn, SS Campbell Pedagogies: An International Journal 10 (2), 149-176, 2015 | 95 | 2015 |
| Teachers interpreting data for instructional decisions: Where does equity come in? B Garner, JK Thorne, IS Horn Journal of Educational Administration 55 (4), 407-426, 2017 | 94 | 2017 |
| School to Work, College and Career: A Review of Policy, Practice, and Results 1993-1997. M Urquiola, D Stern, I Horn, C Dornsife, B Chi, L Williams, D Merritt, ... NCRVE Materials Distribution Service, Western Illinois University, 46 …, 1997 | 91 | 1997 |
| J. Carter Andrews, D., Stillman, J., & Varghese, M.(2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices … TM Philip, M Souto-Manning, L Anderson, I Horn Journal of Teacher Education 70 (3), 251-264, 0 | 90 | |
| Accountability as a design for teacher learning: Sensemaking about mathematics and equity in the NCLB era IS Horn Urban education 53 (3), 382-408, 2018 | 84 | 2018 |
Brette GarnerUniversity of Denver在 du.edu 的电子邮件经过验证
