| Effective reading programs for middle and high schools: A best‐evidence synthesis RE Slavin, A Cheung, C Groff, C Lake Reading Research Quarterly 43 (3), 290-322, 2008 | 642 | 2008 |
| Effective programs in middle and high school mathematics: A best-evidence synthesis RE Slavin, C Lake, C Groff Review of Educational Research 79 (2), 839-911, 2009 | 508 | 2009 |
| Language and language-in-education planning in multilingual India: A minoritized language perspective C Groff Language Policy 16, 135-164, 2017 | 75 | 2017 |
| “I am not a francophone”: Identity choices and discourses of youth associating with a powerful minority C Groff, A Pilote, K Vieux-Fort Journal of Language, Identity & Education 15 (2), 83-99, 2016 | 28 | 2016 |
| Status and acquisition planning and linguistic minorities in India C Groff Working Papers in Educational Linguistics 22 (1), 15-41, 2007 | 23 | 2007 |
| Language policy and language ideology: Ecological perspectives on language and education in the Himalayan foothills C Groff Anthropology & Education Quarterly 49 (1), 3-20, 2018 | 20 | 2018 |
| A rapid and anonymous study of/r/vocalization in an/r/pronouncing city M Ellis, C Groff, R Mead | 16 | 2006 |
| Ecology of Language in Multilingual India C Groff, Groff Palgrave Macmillan, 2017 | 15 | 2017 |
| Educator’s guide: What works in teaching math RE Slavin, C Lake, C Groff Best evidence encyclopedia, 2010 | 15 | 2010 |
| Language, education, and empowerment: Voices of Kumauni young women in multilingual India C Groff University of Pennsylvania, 2010 | 15 | 2010 |
| Education and linguistic boundaries in Québec: Student representations and pedagogical reflections from a critical perspective A Pilote, MO Magnan, C Groff Bellaterra Journal of Teaching & Learning Language & Literature 4 (3), 1-23, 2011 | 12 | 2011 |
| Multilingual policies and practices in Indian higher education C Groff Translanguaging in higher education: Beyond monolingual ideologies 104, 121, 2016 | 11 | 2016 |
| Multilingual discourses and pedagogy in North India C Groff Bilingual education and language policy in the global South, 190-206, 2013 | 10 | 2013 |
| Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish C Groff, K Bellamy The Language Learning Journal 48 (3), 285-299, 2020 | 9 | 2020 |
| Language diversity as resource or as problem? Educator discourses and language policy at high schools in the Netherlands C Groff, W Zwaanswijk, A Wilson, N Saab International Multilingual Research Journal 17 (2), 157-175, 2023 | 6 | 2023 |
| Metapragmatics of mode-switching: Young people’s awareness of multimodal meaning making in digital interaction F Busch, MG Sindoni, C Groff, A Hollington, E Hurst-Harosh Global perspectives on youth language practices 119, 245-64, 2022 | 5 | 2022 |
| «I AM NOT A FRANCOPHONE»: LES CHOIX IDENTITAIRES ET LES DISCOURS DE JEUNES QUI S’ASSOCIENT À UNE MINORITÉ FORTE. C Groff, A Pilote, K Vieux-Fort Journal of Eastern Townships Studies/Revue d'études des Cantons-de-l'Est …, 2016 | 5 | 2016 |
| Global perspectives on youth language practices C Groff, A Hollington, E Hurst-Harosh, N Nassenstein, J Nortier, H Pasch, ... Walter de Gruyter GmbH & Co KG, 2022 | 4 | 2022 |
| Evaluations of Bilingual and Mother-Tongue Programmes: Measures of Success and Means of Measurement C Groff Working Papers in Educational Linguistics 20 (2), 19-39, 2005 | 4 | 2005 |
| Innovation and change in a multilingual context: The Innovative Tariana language in northwest Amazonia A Aikhenvald, C Groff, A Hollington, E Hurst-Harosh, N Nassenstein, ... Global perspectives on youth language practices, 121-136, 2022 | 3 | 2022 |
Alan CHEUNGThe Chinese University of Hong Kong確認したメール アドレス: cuhk.edu.hk
