| Pedagogic responsiveness for academic depth L Slonimsky, Y Shalem Journal of Education 40 (1), 37-58, 2006 | 153 | 2006 |
| The dual economy of schooling and teacher morale in South Africa Y Shalem, U Hoadley International Studies in Sociology of Education 19 (2), 119-134, 2009 | 104 | 2009 |
| Accountability conversations: Mathematics teachers’ learning through challenge and solidarity K Brodie, Y Shalem Journal of Mathematics Teacher Education 14, 419-439, 2011 | 72 | 2011 |
| How undergraduate students' negotiate'academic performance within a diverse university environment M Cross, Y Shalem, J Backhouse, F Adam South African Journal of Higher Education 23 (1), 21-42, 2009 | 66 | 2009 |
| What binds professional judgment?: The case of teaching Y Shalem Knowledge, expertise and the professions, 93-105, 2014 | 63 | 2014 |
| Seeing epistemic order: Construction and transmission of evaluative criteria Y Shalem, L Slonimsky British Journal of Sociology of Education 31 (6), 755-778, 2010 | 60 | 2010 |
| Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes F De Clercq, Y Shalem Southern African Review of Education with Education with Production 20 (1 …, 2014 | 50 | 2014 |
| School effectiveness in South Africa N Carrim, Y Shalem International Journal of Qualitative Studies in Education 12 (1), 59-83, 1999 | 46 | 1999 |
| Do we have a theory of change? Calling change models to account Y Shalem Perspectives in Education 21 (1), 29-49, 2003 | 40 | 2003 |
| Teacher autonomy in time Standardised lesson plans: The case of a Primary School Language and Mathematics Intervention in South Africa Y Shalem, F De Clercq, S Steinberg, H Koornhof Journal of Educational Change 19, 205–222, 2018 | 38 | 2018 |
| Teachers' explanations of learners' errors in standardised mathematics assessments Y Shalem, I Sapire, MA Sorto Pythagoras 35 (1), 1-11, 2014 | 38 | 2014 |
| Epistemological labor: The way to significant pedagogical authority Y Shalem Educational Theory 49 (1), 53-70, 1999 | 31 | 1999 |
| Portfolio-based assessment of prior learning: A cat and mouse chase after invisible criteria Y Shalem, C Steinberg Re-theorising the recognition of prior learning, 97-115, 2006 | 30 | 2006 |
| Rupturing or reinforcing inequality? The role of education in South Africa today S Allais, A Cooper, Y Shalem Transformation: Critical Perspectives on Southern Africa 101 (1), 105-126, 2019 | 28 | 2019 |
| Practical knowledge of teaching practice–what counts? Y Shalem, L Slonimsky Journal of Education, 67-86, 2014 | 28 | 2014 |
| Scripted lesson plans: What is visible and invisible in visible pedagogy? Y Shalem Knowledge, Curriculum and Equity, 183-199, 2017 | 27 | 2017 |
| Engaging with learners' errors when teaching mathematics I Sapire, Y Shalem, B Wilson-Thompson, R Paulsen Pythagoras 37 (1), 1-11, 2016 | 26 | 2016 |
| Teacher development and inequality in schools: Do we now have a theory of change? Y Shalem, F De Clercq South African schooling: The enigma of inequality: A study of the present …, 2019 | 25 | 2019 |
| Can we close the gap? Criteria and obligation in teacher education Y Shalem, L Slonimsky Journal of Education 24 (1), 4-29, 1999 | 25 | 1999 |
| Polarity in sociology of knowledge: The relationship between disciplinarity, curriculum, and social justice Y Shalem, S Allais The Curriculum Journal 30 (2), 144-161, 2019 | 22 | 2019 |
Francine De ClercqSenior Lecturer Wits School of Education在 wits.ac.za 的电子邮件经过验证
