| The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry NF Dana, D Yendol-Hoppey Corwin Press, 2009 | 1292 | 2009 |
| The sustainability of inclusive school reform PT Sindelar, DK Shearer, D Yendol-Hoppey, TW Liebert Exceptional Children 72 (3), 317-331, 2006 | 336 | 2006 |
| (E) pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects M Koro-Ljungberg, D Yendol-Hoppey, JJ Smith, SB Hayes Educational Researcher 38 (9), 687-699, 2009 | 235 | 2009 |
| The reflective educator’s guide to professional development: Coaching inquiry-oriented learning communities NF Dana, D Yendol-Hoppey Corwin Press, 2008 | 204 | 2008 |
| Powerful professional development: Building expertise within the four walls of your school D Yendol-Hoppey, NF Dana Corwin Press, 2010 | 137 | 2010 |
| Teacher learning through self-regulation: An exploratory study of alternatively prepared teachers' ability to plan differentiated instruction in an urban elementary school K Tricarico, D Yendol-Hoppey Teacher Education Quarterly 39 (1), 139-158, 2012 | 125 | 2012 |
| The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice RW Burns, J Jacobs, D Yendol-Hoppey Action in Teacher Education 38 (4), 410-425, 2016 | 117 | 2016 |
| Supervisor transformation within a professional learning community J Jacobs, D Yendol-Hoppey Teacher education quarterly 37 (2), 97-114, 2010 | 107 | 2010 |
| The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry DN Fichtman, D Yendol-Hoppey (No Title), 2009 | 96 | 2009 |
| Reflection on their first five years of teaching: Understanding staying and impact power KM Tricarico, J Jacobs, D Yendol-Hoppey Teachers and Teaching 21 (3), 237-259, 2015 | 95 | 2015 |
| Data literacy: Understanding teachers' data use in a context of accountability and response to intervention J Jacobs, A Gregory, D Hoppey, D Yendol-Hoppey Action in Teacher Education 31 (3), 41-55, 2009 | 92 | 2009 |
| Critical concepts of mentoring in an urban context D Yendol-Hoppey, J Jacobs, NF Dana The New Educator 5 (1), 25-44, 2009 | 73 | 2009 |
| Mentor teachers’ work with prospective teachers in a newly formed professional development school: Two illustrations D Yendol-Hoppey Teachers College Record 109 (3), 669-698, 2007 | 69 | 2007 |
| The reflective educator’s guide to mentoring: Strengthening practice through knowledge, story, and metaphor D Yendol-Hoppey, NF Dana Corwin Press, 2006 | 65 | 2006 |
| Preservice teacher supervision within field experiences in a decade of reform R Burns, J Jacobs, D Yendol-Hoppey Teacher Education and Practice 29 (1), 46-75, 2016 | 59 | 2016 |
| High-quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators RW Burns, D Yendol-Hoppey, J Jacobs The Educational Forum 79 (1), 53-67, 2015 | 57 | 2015 |
| The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for twenty-first-century teachers and students ST Collier, D Cristol, S Dean, NF Dana, DH Foss, RK Fox, NP Gallavan, ... R&L Education, 2010 | 51 | 2010 |
| Preparing the next generation of teacher educators: The role of practitioner inquiry J Jacobs, D Yendol-Hoppey, NF Dana Action in Teacher Education 37 (4), 373-396, 2015 | 49 | 2015 |
| Peer coaching and technology integration: An evaluation of the Microsoft peer coaching program AE Barron, K Dawson, D Yendol‐Hoppey Mentoring & Tutoring: Partnership in Learning 17 (1), 83-102, 2009 | 46 | 2009 |
| Deconstructing inquiry in the professional development school: Exploring the domains and contents of teachers' questions NF Dana, D Yendol-Hoppey, JL Snow-Gerono Action in Teacher Education 27 (4), 59-71, 2006 | 39 | 2006 |
Jennifer JacobsUniversity of South FloridaVerified email at usf.edu
