| Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice S Olitsky Journal of Research in Science Teaching 44 (1), 33-56, 2007 | 216 | 2007 |
| Facilitating identity formation, group membership, and learning in science classrooms: What can be learned from out of field teaching in an urban school S Olitsky Science Education 91 (2), 201-221, 2007 | 132 | 2007 |
| Coherence, contradiction, and the development of school science identities S Olitsky, LL Flohr, J Gardner, M Billups Journal of Research in Science Teaching 47 (10), 1209-1228, 2010 | 100 | 2010 |
| Understanding engagement in science education: The psychological and the social S Olitsky, C Milne Second international handbook of science education, 19-33, 2012 | 85 | 2012 |
| Structure, agency, and the development of students’ identities as learners S Olitsky Cultural Studies of Science Education 1, 745-766, 2006 | 83 | 2006 |
| Working with students as researchers: Ethical issues of a participatory process S Olitsky, J Weathers Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 6 (1), 2005 | 33 | 2005 |
| Facilitating changes in college teaching practices: Instructional reform, identity conflict and professional community in a K-20 partnership S Olitsky Research in Science Education 45, 625-646, 2015 | 23 | 2015 |
| Constructing “authentic” science: Results from a university/high school collaboration integrating digital storytelling and social networking S Olitsky, EA Becker, I Jayo, P Vinogradov, J Montcalmo Research in Science Education 50, 505-528, 2020 | 19 | 2020 |
| Beyond “Acting White” Affirming Academic Identities by Establishing Symbolic Boundaries Through Talk S Olitsky Urban Education 50 (8), 961-988, 2015 | 19 | 2015 |
| Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers S Olitsky Education and Urban Society 52 (4), 590-619, 2020 | 18 | 2020 |
| Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools S Olitsky, A Perfetti, A Coughlin Science Education 104 (2), 113-143, 2020 | 18 | 2020 |
| The role of fictive kinship relationships in mediating classroom competition and supporting reciprocal mentoring S Olitsky Cultural Studies of Science Education 6 (4), 883-894, 2011 | 18 | 2011 |
| We teach as we are taught: exploring the potential for emotional climate to enhance elementary science preservice teacher education S Olitsky Cultural Studies of Science Education 8, 561-570, 2013 | 17 | 2013 |
| Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K‐20 Partnership S OLITSKY Science Education 101 (3), 399-425, 2017 | 16 | 2017 |
| Identity, agency, and the internal conversations of science and math teachers implementing instructional reforms in high-need urban schools S Olitsky Cultural Studies of Science Education, 19–45, 2021 | 14 | 2021 |
| Identity, interaction ritual, and students' strategic use of science language S Olitsky Sense Publishers, 2007 | 12 | 2007 |
| Social and cultural capital in science teaching: Relating practice and reflection S Olitsky Improving urban science education: New roles for teachers, students and …, 2005 | 12 | 2005 |
| Science learning, status, and identity formation in an urban middle school S Olitsky Science, learning, identity: Sociocultural and cultural-historical …, 2007 | 8 | 2007 |
| Complex pathways within nested systems: Exploring approaches to centering equity in peer review S Olitsky Science Education 106 (5), 1283-1298, 2022 | | 2022 |
