| Racial literacy in a second‐grade classroom: Critical race theory, whiteness studies, and literacy research R Rogers, M Mosley Reading Research Quarterly 41 (4), 462-495, 2006 | 449 | 2006 |
| What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review JV Hoffman, MM Wetzel, B Maloch, E Greeter, L Taylor, S DeJulio, ... Teaching and Teacher Education 52, 99-112, 2015 | 303 | 2015 |
| Studying agency in literacy teacher education: A layered approach to positive discourse analysis R Rogers, MM Wetzel Critical Inquiry in Language Studies 10 (1), 62-92, 2013 | 204 | 2013 |
| Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher-researchers R Rogers, MM Wetzel Routledge, 2013 | 198 | 2013 |
| Opening spaces for critical literacy: Introducing books to young readers M Labadie, MM Wetzel, R Rogers The Reading Teacher 66 (2), 117-127, 2012 | 102 | 2012 |
| Retrospective video analysis: A reflective tool for teachers and teacher educators M Mosley Wetzel, B Maloch, JV Hoffman The Reading Teacher 70 (5), 533-542, 2017 | 71 | 2017 |
| Preparing teachers with sociocultural knowledge in literacy: A literature review MM Wetzel, SK Vlach, NS Svrcek, E Steinitz, L Omogun, C Salmerón, ... Journal of Literacy Research 51 (2), 138-157, 2019 | 66 | 2019 |
| Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher MM Wetzel, R Rogers Linguistics and Education 32, 27-40, 2015 | 58 | 2015 |
| Practical knowledge and teacher reflection from a practice-based literacy teacher education program in the first years: A longitudinal study MM Wetzel, JV Hoffman, AK Roach, K Russell Teacher Education Quarterly 45 (1), 87-111, 2018 | 51 | 2018 |
| Dialogue in the support of learning to teach: a case study of a mentor/mentee pair in a teacher education programme M Mosley Wetzel, LA Taylor, SK Vlach Teaching Education 28 (4), 406-420, 2017 | 48 | 2017 |
| A review of critical literacies in preservice teacher education: pedagogies, shifts, and barriers A Hendrix-Soto, M Mosley Wetzel Teaching Education 30 (2), 200-216, 2019 | 42 | 2019 |
| Mentoring preservice teachers through practice: A framework for coaching with CARE MM Wetzel, JV Hoffman, B Maloch Routledge, 2017 | 36 | 2017 |
| Learning to teach, learning to act: Becoming a critical literacy teacher R Rogers, M Mosley Wetzel, K O’Daniels Pedagogies: An International Journal 11 (4), 292-310, 2016 | 36 | 2016 |
| Observing, resisting, and problem-posing language and power: Possibilities for small stories in inservice teacher education LA Taylor, SK Vlach, MM Wetzel Linguistics and education 46, 23-32, 2018 | 33 | 2018 |
| “Becoming” a mentor between reflective and evaluative discourses: A case study of identity development C Lammert, LM DeWalt, MM Wetzel Teaching and Teacher Education 96, 103179, 2020 | 32 | 2020 |
| Approximating literacy practices in tutorials: What is learned and what matters for teacher preparation JV Hoffman, MM Wetzel, K Peterson Literacy Research and Instruction 55 (3), 183-208, 2016 | 29 | 2016 |
| Critical Literacy Practice B Yoon, R Sharif Critical literacy practice, 2015 | 28 | 2015 |
| Coaching through the hard parts: Addressing tensions in teaching with one preservice teacher learning to teach literacy in a fifth-grade classroom MM Wetzel, NS Svrcek, K LeeKeenan, A Daly-Lesch Teaching and Teacher Education 82, 43-54, 2019 | 27 | 2019 |
| Resisting positionings of struggle in “science of teaching reading” discourse: Counterstories of teachers and teacher educators in Texas M Mosley Wetzel, A Skerrett, B Maloch, TT Flores, M Infante‐Sheridan, ... Reading Research Quarterly 55, S319-S330, 2020 | 24 | 2020 |
| Research & Policy: Disrupting Race-Evasive Practices in Literacy Teacher Education: Reflections on Research and Implications for Policy MM Wetzel Language Arts 97 (5), 306-316, 2020 | 24 | 2020 |
James V HoffmanProfessor, Reading Language and Literacy Studies, University of North Texas在 unt.edu 的电子邮件经过验证
