| Developing visions of high-quality mathematics instruction C Munter Journal for research in mathematics education 45 (5), 584-635, 2014 | 250 | 2014 |
| Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate (s) surrounding them C Munter, MK Stein, MS Smith Teachers College Record 117 (11), 1-32, 2015 | 119 | 2015 |
| Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement TM Smith, P Cobb, DC Farran, DS Cordray, C Munter American Educational Research Journal 50 (2), 397-428, 2013 | 110 | 2013 |
| Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice C Munter, R Correnti American Journal of Education 123 (2), 000-000, 2017 | 94 | 2017 |
| Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn AG Wilhelm, C Munter, K Jackson The Elementary School Journal, 2017 | 67 | 2017 |
| The spatial production of learning opportunities in skateboard parks JY Ma, C Munter Mind, Culture, and Activity 21 (3), 238-258, 2014 | 62 | 2014 |
| Mathematics teachers’ knowledge, networks, practice, and change in instructional visions C Munter, AG Wilhelm Journal of Teacher Education 72 (3), 342-354, 2021 | 37 | 2021 |
| Assessing fidelity of implementation of an unprescribed, diagnostic mathematics intervention C Munter, AG Wilhelm, P Cobb, DS Cordray Journal of Research on Educational Effectiveness 7 (1), 83-113, 2014 | 37 | 2014 |
| The role of program theory in evaluation research: a consideration of the what works clearinghouse standards in the case of mathematics education C Munter, P Cobb, C Shekell American Journal of Evaluation 37 (1), 7-26, 2016 | 35 | 2016 |
| Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom E Heyd-Metzuyanim, C Munter, J Greeno Educational Studies in Mathematics 97, 21-37, 2018 | 32 | 2018 |
| “Students get what flows downward”: District leaders’ rationalizations of the standardized testing of children C Munter, C Haines The Educational Forum 83 (2), 160-180, 2019 | 28 | 2019 |
| Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunity C Munter, C Haines Mathematical Thinking and Learning 21 (3), 155-177, 2019 | 15 | 2019 |
| Defining visions of high-quality mathematics instruction C Munter Proceedings of the 31st annual meeting of the North American Chapter of the …, 2009 | 12 | 2009 |
| Is There a Common Pedagogical Core?: Examining Instructional Practices of Competing Models of Mathematics Teaching C Munter, MK Stein, MS Smith NCSM Journal of Mathematics Education Leadership 16 (2), 3-13, 2015 | 11 | 2015 |
| Adolescent perceptions of being known in the mathematics classroom TLB Wallace, C Munter The Journal of Mathematical Behavior 54, 100677, 2019 | 10 | 2019 |
| Evaluating math recovery: The impact of implementation fidelity on student outcomes C Munter Vanderbilt University, 2010 | 9 | 2010 |
| Specifying goals for students’ mathematics learning and the development of teachers’ knowledge, perspectives, and practice K Jackson, AG Wilhelm, C Munter Systems for instructional improvement: Creating coherence from the classroom …, 2018 | 8 | 2018 |
| Envisioning the Role of the Mathematics Teacher. C Munter NCSM Journal of Mathematics Education Leadership 16 (1), 29-40, 2015 | 8 | 2015 |
| Conducting design research at the district level PA Cobb, EC Henrick, C Munter annual meeting of the American Educational Research Association, New Orleans, LA, 2011 | 6 | 2011 |
| Framing School Mathematics Challenges Inside and Outside Metropolitan Areas C Munter, P Nguyen, C Kinder Teachers College Record 125 (2), 35-65, 2023 | 5 | 2023 |
paul cobbvanderbilt university在 vanderbilt.edu 的电子邮件经过验证
