| Effects of teachers’ mathematical knowledge for teaching on student achievement HC Hill, B Rowan, DL Ball American educational research journal 42 (2), 371-406, 2005 | 5535 | 2005 |
| Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students HC Hill, DL Ball, SG Schilling Journal for research in mathematics education 39 (4), 372-400, 2008 | 3204 | 2008 |
| Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? DL Ball, HC Hill, H Bass American Federation of Teachers, 2005 | 2342 | 2005 |
| Instructional policy and classroom performance: The mathematics reform in California DK Cohen, HC Hill Teachers college record 102 (2), 294-343, 2000 | 1850 | 2000 |
| Developing measures of teachers’ mathematics knowledge for teaching HC Hill, SG Schilling, DL Ball The elementary school journal 105 (1), 11-30, 2004 | 1820 | 2004 |
| Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study HC Hill, ML Blunk, CY Charalambous, JM Lewis, GC Phelps, L Sleep, ... Cognition and instruction 26 (4), 430-511, 2008 | 1707 | 2008 |
| Learning policy: When state education reform works DK Cohen, HC Hill Yale University Press, 2008 | 1508 | 2008 |
| Learning mathematics for teaching: Results from California's mathematics professional development institutes HC Hill, DL Ball Journal for research in mathematics education 35 (5), 330-351, 2004 | 983 | 2004 |
| Professional development research: Consensus, crossroads, and challenges HC Hill, M Beisiegel, R Jacob Educational researcher 42 (9), 476-487, 2013 | 669 | 2013 |
| Assessing teachers' mathematical knowledge HC Hill Second Handbook of Research on Mathematics Teaching and Learning/The …, 2007 | 557 | 2007 |
| When rater reliability is not enough: Teacher observation systems and a case for the generalizability study HC Hill, CY Charalambous, MA Kraft Educational Researcher 41 (2), 56-64, 2012 | 539 | 2012 |
| Fixing teacher professional development HC Hill Phi Delta Kappan 90 (7), 470-476, 2009 | 528 | 2009 |
| A validity argument approach to evaluating teacher value-added scores HC Hill, L Kapitula, K Umland American Educational Research Journal 48 (3), 794-831, 2011 | 490 | 2011 |
| Understanding implementation: Street‐level bureaucrats' resources for reform HC Hill Journal of Public Administration Research and Theory 13 (3), 265-282, 2003 | 459 | 2003 |
| Policy is not enough: Language and the interpretation of state standards HC Hill American educational research journal 38 (2), 289-318, 2001 | 443 | 2001 |
| Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems H Hill, P Grossman Harvard educational review 83 (2), 371-384, 2013 | 416 | 2013 |
| Alignment and accountability in policy design and implementation: The Common Core State Standards and implementation research CE Coburn, HC Hill, JP Spillane Educational Researcher 45 (4), 243-251, 2016 | 361 | 2016 |
| The curious—and crucial—case of mathematical knowledge for teaching H Hill, DL Ball Phi Delta Kappan 91 (2), 68-71, 2009 | 334 | 2009 |
| The nature and predictors of elementary teachers' mathematical knowledge for teaching HC Hill Journal for Research in Mathematics Education 41 (5), 513-545, 2010 | 291 | 2010 |
| Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative HC Hill Educational evaluation and policy analysis 29 (2), 95-114, 2007 | 289 | 2007 |
Deborah Loewenberg BallUniversity of MichiganΗ διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα umich.edu
