| Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom KJ Davin Language Teaching Research 17 (3), 303-322, 2013 | 181 | 2013 |
| Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing KJ Davin, R Donato Foreign Language Annals 46 (1), 5-22, 2013 | 166 | 2013 |
| The Seal of Biliteracy: Variations in policy and outcomes KJ Davin, AJ Heineke Foreign Language Annals 50 (3), 486-499, 2017 | 86 | 2017 |
| The sociocognitive imperative of L2 pedagogy PD Toth, KJ Davin The Modern Language Journal 100 (S1), 148-168, 2016 | 78 | 2016 |
| The implementation of high‐leverage teaching practices: From the university classroom to the field site KJ Davin, FJ Troyan Foreign Language Annals 48 (1), 124-142, 2015 | 74 | 2015 |
| Learning to mediate: Teacher appropriation of dynamic assessment KJ Davin, JD Herazo, A Sagre Language Teaching Research 21 (5), 632-651, 2017 | 73 | 2017 |
| Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development KJ Davin University of Pittsburgh, 2011 | 72 | 2011 |
| Classroom dynamic assessment: A critical examination of constructs and practices KJ Davin The Modern Language Journal 100 (4), 813-829, 2016 | 60 | 2016 |
| Research on the integrated performance assessment in an early foreign language learning program K Davin, FJ Troyan, R Donato, A Hellman Foreign Language Annals 44 (4), 605-625, 2011 | 58 | 2011 |
| Exploring a practice-based approach to foreign language teacher preparation: A work in progress FJ Troyan, KJ Davin, R Donato Canadian Modern Language Review 69 (2), 154-180, 2013 | 56 | 2013 |
| Images of past teachers: Present when you teach KJ Davin, I Chavoshan, R Donato System 72, 139-150, 2018 | 53 | 2018 |
| L2 dynamic assessment: An activity theory perspective JD Herazo, KJ Davin, A Sagre The Modern Language Journal 103 (2), 443-458, 2019 | 51 | 2019 |
| Aspiring world language teachers: Their influences, perceptions, and commitment to teaching S Kissau, KJ Davin, C Wang Teaching and Teacher Education 78, 174-182, 2019 | 50 | 2019 |
| The Seal of Biliteracy: Considering equity and access for English learners AJ Heineke, KJ Davin, A Bedford Education Policy Analysis Archives 26, 99-99, 2018 | 48 | 2018 |
| The Seal of Biliteracy: Successes and challenges to implementation KJ Davin, AJ Heineke, L Egnatz Foreign Language Annals 51 (2), 275-289, 2018 | 43 | 2018 |
| Converting data to knowledge: One district's experience using large‐scale proficiency assessment KJ Davin, TA Rempert, AA Hammerand Foreign Language Annals 47 (2), 241-260, 2014 | 42 | 2014 |
| The genesis of classroom discursive practices as history-in-person processes R Donato, KJ Davin Language Teaching Research 22 (6), 739-760, 2018 | 41 | 2018 |
| Prioritizing multilingualism in US schools: States’ policy journeys to enact the seal of biliteracy AJ Heineke, KJ Davin Educational Policy 34 (4), 619-643, 2020 | 37 | 2020 |
| Classroom dynamic assessment of reading comprehension with second language learners KJ Davin, FJ Troyan, AL Hellmann Language and Sociocultural Theory 1 (1), 1-23, 2014 | 37 | 2014 |
| Preparing teachers for language assessment: A practice‐based approach KJ Davin, AJ Heineke TESOL Journal 7 (4), 921-938, 2016 | 33 | 2016 |
Amy HeinekeProfessor, Loyola University Chicagoایمیل تأیید شده در luc.edu
