David Berliner

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Sharon L. NicholsProfessor, University of Texas at San AntonioVerified email at utsa.edu
Audrey Amrein-BeardsleyProfessor, Arizona State UniversityVerified email at asu.edu
Gene GlassArizona State UniversityVerified email at asu.edu
Karen HammernessSenior Director, Educational Research and Evaluation, American Museum of Natural HistoryVerified email at amnh.org
Philip H. WinneProfessor Emeritus & FRSC, Faculty of Education, Simon Fraser UniversityVerified email at sfu.ca
Lauren B. ResnickDistinguished University Professor, Learning Sciences and Education Policy; Psychology and Cognitive Science, University of PittVerified email at pitt.edu
Sidney StraussEmeritus Professor, School of Education, Tel Aviv University; Center for Academic Studies, Or-YehudaVerified email at post.tau.ac.il
Jeanne M. PowersDivision of Educational Leadership and Innovation, Mary Lou Fulton Teachers CollegeVerified email at asu.edu
Gustavo E. FischmanProfessor, Mary Lou Fulton Teachers College, Arizona State UniversityVerified email at asu.edu
Neal KingstonUniversity of KansasVerified email at ku.edu
Patricia AlexanderUniversity of MarylandVerified email at umd.edu
Madhabi ChatterjiProfessor of Measurement, Evaluation and Education, Teachers College, Columbia UniversityVerified email at columbia.edu
Richard E MayerUniversity of California, Santa BarbaraVerified email at psych.ucsb.edu
Kathleen M. QuinlanProfessor and Director, Centre for the Study of Higher Education, University of KentVerified email at kent.ac.uk
Tirupalavanam GaneshTooker Professor & Assistant Dean, Engineering Education, Arizona State UniversityVerified email at asu.edu
Haggai KupermintzUniversity of HaifaVerified email at edu.haifa.ac.il
Eva L. BakerCo-Director, CRESST; Distinguished Professor, UCLAVerified email at cse.ucla.edu
D C PhillipsProfessor (emeritus) of Education and Philosophy, Stanford UniversityVerified email at stanford.edu
Anita Woolfolk HoyProfessor EmeritusVerified email at osu.edu
Michael KirstProfessor of Education, Stanford UNiveristyVerified email at stanford.edu

David Berliner

Regents' Professor Emeritus, Arizona State University

Verified email at asu.edu

Education Policy Study of teaching


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
The manufactured crisis: Myths, fraud, and the attack on America's public schools DC Berliner, BJ Biddle Nassp Bulletin 80 (576), 119-121, 1996	4207	1996
In pursuit of the expert pedagogue DC Berliner Educational researcher 15 (7), 5-13, 1986	2608	1986
Collateral damage: How high-stakes testing corrupts America's schools SL Nichols, DC Berliner Harvard Education Press, 2007	1979	2007
Learning about and learning from expert teachers DC Berliner International journal of educational research 35 (5), 463-482, 2001	1948	2001
High-stakes testing & student learning AL Amrein, DC Berliner Education policy analysis archives 10, 18-18, 2002	1789	2002
Comment: Educational research: The hardest science of all DC Berliner Educational researcher 31 (8), 18-20, 2002	1599	2002
Pedagoginė psichologija NL Gage, DC Berliner Alna litera, 1994	1241	1994
The development of expertise in pedagogy. DC Berliner AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-2412, 1988	1184	1988
Our impoverished view of educational research DC Berliner Teachers college record 108 (6), 949-995, 2006	1176	2006
Teaching behaviors, academic learning time, and student achievement: An overview CW Fisher, DC Berliner, NN Filby, R Marliave, LS Cahen, MM Dishaw The Journal of classroom interaction 17 (1), 2-15, 1981	1165	1981
Expertise: The wonder of exemplary performances DC Berliner Creating powerful thinking in teachers and students, 161-186, 1994	1140	1994
Describing the behavior and documenting the accomplishments of expert teachers DC Berliner Bulletin of Science, Technology & Society 24 (3), 200-212, 2004	990	2004
The effectiveness of" Teach for America" and other under-certified teachers I Laczko-Kerr, DC Berliner Education policy analysis archives 10, 37-37, 2002	810	2002
Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows D Berliner Cambridge journal of education 41 (3), 287-302, 2011	789	2011
Theories of learning and their roles in teaching J Bransford, S Derry, D Berliner, K Hammerness, KL Beckett Preparing teachers for a changing world: What teachers should learn and be …, 2005	767	2005
Expert-novice differences in perceiving and processing visual classroom information K Carter, K Cushing, D Sabers, P Stein, D Berliner Journal of teacher education 39 (3), 25-31, 1988	730	1988
Pädagogische Psychologie NL Gage, DC Berliner, G Bach Beltz, 1996	694	1996
Differences among teachers in a task characterized by simultaneity, multidimensional, and immediacy DS Sabers, KS Cushing, DC Berliner American educational research journal 28 (1), 63-88, 1991	676	1991
The effects of high-stakes testing on student motivation and learning. AL Amrein, DC Berliner Educational leadership 60 (5), 32-38, 2003	655	2003
Ways of thinking about students and classrooms by more and less experienced teachers DC Berliner Exploring teachers’ thinking, 60-83, 1987	651	1987

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