| Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations M Windschitl, J Thompson, M Braaten Science education 92 (5), 941-967, 2008 | 1373 | 2008 |
| Proposing a core set of instructional practices and tools for teachers of science M Windschitl, J Thompson, M Braaten, D Stroupe Science education 96 (5), 878-903, 2012 | 863 | 2012 |
| Ambitious science teaching M Windschitl, J Thompson, M Braaten Harvard Education Press, 2020 | 410 | 2020 |
| Developing a theory of ambitious early-career teacher practice J Thompson, M Windschitl, M Braaten American educational research journal 50 (3), 574-615, 2013 | 347 | 2013 |
| Transcending simple forms of school science investigation: The impact of preservice instruction on teachers’ understandings of model-based inquiry M Windschitl, J Thompson American educational research journal 43 (4), 783-835, 2006 | 298 | 2006 |
| Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why? M Windschitl, J Thompson, M Braaten Teachers college record 113 (7), 1311-1360, 2011 | 282 | 2011 |
| Student Satisfaction with Online Learning: Is It a Psychological Contract?. C Dziuban, P Moskal, J Thompson, L Kramer, G DeCantis, A Hermsdorfer Online Learning 19 (2), n2, 2015 | 241 | 2015 |
| How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms M Windschitl, J Thompson, M Braaten Cognition and Instruction 26 (3), 310-378, 2008 | 211 | 2008 |
| Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks H Kang, J Thompson, M Windschitl Science Education 98 (4), 674-704, 2014 | 179 | 2014 |
| Practice makes practice: Learning to teach in teacher education M McDonald, E Kazemi, M Kelley-Petersen, K Mikolasy, J Thompson, ... Peabody Journal of Education 89 (4), 500-515, 2014 | 175 | 2014 |
| Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking H Kang, M Windschitl, D Stroupe, J Thompson Journal of Research in Science Teaching 53 (9), 1316-1340, 2016 | 161 | 2016 |
| Rigor and responsiveness in classroom activity J Thompson, S Hagenah, H Kang, D Stroupe, M Braaten, C Colley, ... Teachers College Record 118 (5), 1-58, 2016 | 136 | 2016 |
| Mapping urban green infrastructure: A novel landscape-based approach to incorporating land use and land cover in the mapping of human-dominated systems M Dennis, D Barlow, G Cavan, PA Cook, A Gilchrist, J Handley, P James, ... Land 7 (1), 17, 2018 | 85 | 2018 |
| Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp C Dziuban, P Moskal, L Kramer, J Thompson The Internet and Higher Education 17, 1-8, 2013 | 85 | 2013 |
| Problems without ceilings: How mentors and novices frame and work on problems-of-practice J Thompson, S Hagenah, K Lohwasser, K Laxton Journal of teacher education 66 (4), 363-381, 2015 | 67 | 2015 |
| Learning progressions to support ambitious teaching practices EM Furtak, J Thompson, M Braaten, M Windschitl Learning progressions in science, 405-433, 2012 | 65 | 2012 |
| Engaging girls’ sociohistorical identities in science J Thompson Journal of the Learning Sciences 23 (3), 392-446, 2014 | 60 | 2014 |
| The modeling toolkit: Making student thinking visible with public representations M Windschitl, J Thompson The Science Teacher 80 (6), 63-69, 2013 | 48 | 2013 |
| Fostering ambitious pedagogy in novice teachers: The new role of tool-supported analyses of student work M Windschitl, J Thompson, M Braaten Teachers College Record 113 (7), 1311-1360, 2011 | 44 | 2011 |
| Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling JJ Thompson, S Hagenah, S McDonald, C Barchenger Science Education 103 (6), 1423-1455, 2019 | 38 | 2019 |
