publication venue for
- Examining early field experiences in teacher education. 118:103820-103820. 2022
- Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay. 110:103594-103594. 2022
- A virtual coaching model of professional development to increase teachers' digital learning competencies. 109:103544-103544. 2022
- Recruitment and retention of STEM teachers through the Noyce Scholarship: A longitudinal mixed methods study. 103:103361-103361. 2021
- "Data is [G]od": The influence of cumulative policy reforms on teachers' knowledge in an urban middle school in the United States. 93:103027-103027. 2020
- Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. 69:300-311. 2018
- Coming to know in the 'eye of the storm': A beginning teacher's introduction to different versions of teacher community. 29:25-38. 2013
- "Evaluation gone Awry": The teacher experience of the summative evaluation of a school reform initiative. 26:1290-1299. 2010
- Teachers as learners: Critical discourse on challenges and opportunities, O. Kwo (Ed.). Comparative Education Research Centre, The University of Hong Kong and Springer, Hong Kong (2010). p. 350. 26:1490-1492. 2010
- The humanistic teacher: First the child, then curriculum. 26:742-743. 2010
- The association of school environment to student teachers' satisfaction and teaching commitment. 25:235-243. 2009
- Traveling stories: Converging milieus and educative conundrums. 25:1077-1085. 2009
- Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective. 24:1993-2001. 2008
- Dilemmas in crossing the boundaries: From K-12 to higher education and back again. 23:1165-1176. 2007
- Story constellations: A narrative approach to contextualizing teachers' knowledge of school reform. 23:173-188. 2007
- What teachers come to know through school portfolio development. 19:815-827. 2003