| Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy AE Cunningham, KE Perry, KE Stanovich, PJ Stanovich Annals of dyslexia 54, 139-167, 2004 | 714 | 2004 |
| Canadian teachers' and principals' beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms PJ Stanovich, A Jordan The Elementary School Journal 98 (3), 221-238, 1998 | 488 | 1998 |
| Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions P Stanovich National Institute for Literacy, 2003 | 343 | 2003 |
| How research might inform the debate about early reading acquisition. KE Stanovich, PJ Stanovich Journal of research in reading, 1995 | 289 | 1995 |
| Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices A Jordan, P Stanovich Journal of research in special educational needs 3 (1), no-no, 2003 | 274 | 2003 |
| Classroom teachers' instructional interactions with students who are exceptional, at risk, and typically achieving A Jordan, L Lindsay, PJ Stanovich Remedial and special education 18 (2), 82-93, 1997 | 271 | 1997 |
| Patterns of teacher‐student interaction in inclusive elementary classrooms and correlates with student self-concept A Jordan, P Stanovich International Journal of Disability, Development and Education 48 (1), 33-52, 2001 | 242 | 2001 |
| How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices AE Cunningham, J Zibulsky, KE Stanovich, PJ Stanovich Journal of Learning Disabilities 42 (5), 418-430, 2009 | 217 | 2009 |
| Preparing general educators to teach in inclusive classrooms: Some food for thought PJ Stanovich, A Jordan The teacher educator 37 (3), 173-185, 2002 | 193 | 2002 |
| A framework for critical thinking, rational thinking, and intelligence KE Stanovich, PJ Stanovich Innovations in educational psychology: Perspectives on learning, teaching …, 2010 | 137 | 2010 |
| Relative differences in academic self-concept and peer acceptance among students in inclusive classrooms PJ Stanovich, A Jordan, J Perot Remedial and Special Education 19 (2), 120-126, 1998 | 135 | 1998 |
| The Beliefs and Practices of Canadian Teachers about Including Students with Special Needs in their Regular Elementary Classrooms. A Jordan, P Stanovich Exceptionality Education Canada 14, 25-46, 2004 | 128 | 2004 |
| Collaboration: The key to successful instruction in today's inclusive schools PJ Stanovich Intervention in School and Clinic 32 (1), 39-42, 1996 | 107 | 1996 |
| Conversations about inclusion PJ Stanovich Teaching Exceptional Children 31 (6), 54-58, 1999 | 61 | 1999 |
| Further thoughts on aptitude/achievement discrepancy KE Stanovich, PJ Stanovich Educational Psychology in Practice 13 (1), 3-8, 1997 | 50 | 1997 |
| Research into practice in special education PJ Stanovich, KE Stanovich Journal of Learning Disabilities 30 (5), 477-481, 1997 | 49 | 1997 |
| Inclusion as Professional Development. PJ Stanovich, A Jordan Exceptionality Education Canada 14 (n2&3), 169-188, 2004 | 47 | 2004 |
| Teachers' sense of efficacy, beliefs about practice, and teaching behaviors as predictors of effective inclusion of exceptional and at-risk pupils. PJ Stanovic | 41 | 1996 |
| Rethinking the concept of learning disabilities: The demise of aptitude/achievement discrepancy KE Stanovich, PJ Stanovich The handbook of education and human development: New models of learning …, 1998 | 31 | 1998 |
| Effective teaching as effective intervention. PJ Stanovich, A Jordan Learning Disabilities: A Multidisciplinary Journal 10 (4), 235-38, 2000 | 30 | 2000 |
Anne JordanProfessor Emerita, University of TorontoEmail yang diverifikasi di utoronto.ca