| Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis EM Furtak, T Seidel, H Iverson, DC Briggs Review of educational research 82 (3), 300-329, 2012 | 1402 | 2012 |
| Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry MA Ruiz‐Primo, EM Furtak Journal of research in science teaching 44 (1), 57-84, 2007 | 664 | 2007 |
| On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers RJ Shavelson, DB Young, CC Ayala, PR Brandon, EM Furtak, ... Applied measurement in education 21 (4), 295-314, 2008 | 421 | 2008 |
| Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning M Araceli Ruiz-Primo, EM Furtak Educational Assessment 11 (3-4), 237-263, 2006 | 366 | 2006 |
| The problem with answers: An exploration of guided scientific inquiry teaching EM Furtak Science Education 90 (3), 453-467, 2006 | 359 | 2006 |
| Linking a learning progression for natural selection to teachers' enactment of formative assessment EM Furtak Journal of Research in Science Teaching 49 (9), 1181-1210, 2012 | 296 | 2012 |
| On the impact of formative assessment on student motivation, achievement, and conceptual change Y Yin, RJ Shavelson, CC Ayala, MA Ruiz-Primo, PR Brandon, EM Furtak, ... Applied measurement in Education 21 (4), 335-359, 2008 | 278 | 2008 |
| Teachers’ formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study EM Furtak, K Kiemer, RK Circi, R Swanson, V de León, D Morrison, ... Instructional Science 44, 267-291, 2016 | 226 | 2016 |
| On the fidelity of implementing embedded formative assessments and its relation to student learning EM Furtak, MA Ruiz-Primo, JT Shemwell, CC Ayala, PR Brandon, ... Applied measurement in education 21 (4), 360-389, 2008 | 221 | 2008 |
| Effects of autonomy-supportive teaching on student learning and motivation EM Furtak, M Kunter The Journal of Experimental Education 80 (3), 284-316, 2012 | 210 | 2012 |
| Coming to terms: Addressing the persistence of “hands‐on” and other reform terminology in the era of science as practice EM Furtak, WR Penuel Science education 103 (1), 167-186, 2019 | 193 | 2019 |
| Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts EM Furtak, MA Ruiz‐Primo Science Education 92 (5), 799-824, 2008 | 173 | 2008 |
| Exploring the influence of learning progressions in two teacher communities EM Furtak, SC Heredia Journal of Research in Science Teaching 51 (8), 982-1020, 2014 | 157 | 2014 |
| The evidence-based reasoning framework: Assessing scientific reasoning NJS Brown, EM Furtak, M Timms, SO Nagashima, M Wilson Educational Assessment 15 (3-4), 123-141, 2010 | 157 | 2010 |
| From formal embedded assessments to reflective lessons: The development of formative assessment studies CC Ayala, RJ Shavelson, M Araceli Ruiz-Primo, PR Brandon, Y Yin, ... Applied Measurement in Education 21 (4), 315-334, 2008 | 141 | 2008 |
| The power of video studies in investigating teaching and learning in the classroom J Tomáš, T Seidel BoD–Books on Demand, 2013 | 140 | 2013 |
| Meta‐analytic methodology and inferences about the efficacy of formative assessment DC Briggs, MA Ruiz‐Primo, E Furtak, L Shepard, Y Yin Educational Measurement: Issues and Practice 31 (4), 13-17, 2012 | 131 | 2012 |
| Investigating the link between learning progressions and classroom assessment EM Furtak, DEB Morrison, H Kroog Science Education 98 (4), 640-673, 2014 | 130 | 2014 |
| Cues matter: Learning assistants influence introductory biology student interactions during clicker-question discussions JK Knight, SB Wise, J Rentsch, EM Furtak CBE—Life Sciences Education 14 (4), ar41, 2015 | 98 | 2015 |
| A framework for analyzing evidence-based reasoning in science classroom discourse EM Furtak, I Hardy, C Beinbrech, RJ Shavelson, JT Shemwell Educational Assessment 15 (3-4), 175-196, 2010 | 97 | 2010 |
Yue YinCollege of Education, University of Illinois at Chicago在 uic.edu 的电子邮件经过验证
