Initial teacher education: What does it take to put equity at the center? M Cochran-Smith, F Ell, L Grudnoff, M Haigh, M Hill, L Ludlow Teaching and Teacher Education 57, 67-78, 2016 | 288 | 2016 |
The challenge and promise of complexity theory for teacher education research M Cochran-Smith, F Ell, L Ludlow, L Grudnoff, G Aitken Teachers college record 116 (4), 1-38, 2014 | 278 | 2014 |
When complexity theory meets critical realism: A platform for research on initial teacher education. M Cochran-Smith, F Ell, L Grudnoff, L Ludlow, M Haigh, M Hill Teacher Education Quarterly 41 (1), 105-122, 2014 | 99 | 2014 |
Mapping a complex system: what influences teacher learning during initial teacher education? F Ell, M Haigh, M Cochran-Smith, L Grudnoff, L Ludlow, MF Hill Asia-Pacific journal of teacher education 45 (4), 327-345, 2017 | 78 | 2017 |
Judging teacher candidates' readiness to teach M Haigh, F Ell, V Mackisack Teaching and teacher education 34, 1-11, 2013 | 73 | 2013 |
Learning to teach for social justice as a cross cultural concept: Findings from three countries M Cochran-Smith, L Ludlow, F Ell, M O'leary, S Enterline European journal of educational research 1 (2), 171-198, 2012 | 63 | 2012 |
Teaching for equity: Insights from international evidence with implications for a teacher education curriculum L Grudnoff, M Haigh, M Hill, M Cochran-Smith, F Ell, L Ludlow The Curriculum Journal 28 (3), 305-326, 2017 | 61 | 2017 |
The politics of responsibility: Teacher education and “persistent underachievement” in New Zealand F Ell, L Grudnoff The Educational Forum 77 (1), 73-86, 2013 | 51 | 2013 |
Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise D Le Fevre, H Timperley, F Ell The SAGE handbook of curriculum, pedagogy and assessment 2, 309-324, 2016 | 49 | 2016 |
Teacher education in New Zealand F Ell Journal of Education for Teaching 37 (4), 433-440, 2011 | 49 | 2011 |
Leading professional learning: Practical strategies for impact in schools H Timperley, F Ell, D Le Fevre Acer Press, 2019 | 48 | 2019 |
Conceptualising the impact of initial teacher education F Ell, A Simpson, D Mayer, L McLean Davies, J Clinton, G Dawson The Australian Educational Researcher 46, 177-200, 2019 | 46 | 2019 |
Rethinking initial teacher education: Preparing teachers for schools in low socio-economic communities in New Zealand L Grudnoff, M Haigh, M Hill, M Cochran-Smith, F Ell, L Ludlow Poverty Discourses in Teacher Education, 78-94, 2019 | 42 | 2019 |
Consensus and dissensus in mentor teachers' judgments of readiness to teach M Haigh, F Ell Teaching and teacher education 40, 10-21, 2014 | 42 | 2014 |
Leading powerful professional learning: Responding to complexity with adaptive expertise D Le Fevre, H Timperley, K Twyford, F Ell Corwin, 2019 | 39 | 2019 |
Developing adaptive expertise through professional learning communities H Timperley, F Ell, D Le Fevre Teachers leading educational reform, 175-189, 2017 | 39 | 2017 |
Finding out more about teacher candidates' prior knowledge: Implications for teacher educators F Ell, M Hill, L Grudnoff Asia-Pacific Journal of Teacher Education 40 (1), 55-65, 2012 | 39 | 2012 |
‘I’ma natural and I do it for love!’: Exploring students’ accounts of studying mathematics H Bartholomew, L Darragh, F Ell, J Saunders International Journal of Mathematical Education in Science and Technology 42 …, 2011 | 38 | 2011 |
Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching MF Hill, F Ell, L Grudnoff, M Haigh, M Cochran-Smith, WC Chang, ... Developing teachers’ assessment capacity, 65-84, 2019 | 32 | 2019 |
Assessment capability and student self-regulation: The challenge of preparing teachers MF Hill, FR Ell, G Eyers Frontiers in Education 2, 21, 2017 | 28 | 2017 |