| Content knowledge for teaching: What makes it special? D Loewenberg Ball, MH Thames, G Phelps Journal of teacher education 59 (5), 389-407, 2008 | 10721 | 2008 |
| 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 | 1624 | 2008 |
| Developing measures of content knowledge for teaching reading G Phelps, S Schilling The Elementary School Journal 105 (1), 31-48, 2004 | 323 | 2004 |
| Does teacher professional development affect content and pedagogical knowledge: How much and for how long? P Goldschmidt, G Phelps Economics of Education Review 29 (3), 432-439, 2010 | 241 | 2010 |
| Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge S Turkan, LC De Oliveira, O Lee, G Phelps Teachers College Record 116 (3), 1-30, 2014 | 222 | 2014 |
| Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading JF Carlisle, R Correnti, G Phelps, J Zeng Reading and Writing 22, 457-486, 2009 | 145 | 2009 |
| Teachers’ knowledge about early reading: Effects on students’ gains in reading achievement JF Carlisle, B Kelcey, B Rowan, G Phelps Journal of Research on Educational Effectiveness 4 (4), 289-321, 2011 | 131 | 2011 |
| Embracing the complexity of instruction: A study of the effects of teachers' instruction on students' reading comprehension J Carlisle, B Kelcey, D Berebitsky, G Phelps Scientific Studies of Reading 15 (5), 409-439, 2011 | 99 | 2011 |
| Just knowing how to read isn't enough! Assessing knowledge for teaching reading G Phelps Educational Assessment, Evaluation and Accountability 21, 137-154, 2009 | 85 | 2009 |
| Does teacher learning last? Understanding how much teachers retain their knowledge after professional development S Liu, G Phelps Journal of Teacher Education 71 (5), 537-550, 2020 | 78 | 2020 |
| Articulating domains of mathematical knowledge for teaching DL Ball, MH Thames, G Phelps American Education Research Association Conference, 2005 | 78 | 2005 |
| Considerations for designing group randomized trials of professional development with teacher knowledge outcomes B Kelcey, G Phelps Educational Evaluation and Policy Analysis 35 (3), 370-390, 2013 | 57 | 2013 |
| Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics E Etkina, D Gitomer, C Iaconangelo, G Phelps, L Seeley, S Vokos Physical Review Physics Education Research 14 (1), 010127, 2018 | 51 | 2018 |
| A practice-based theory of mathematical knowledge for teaching DL Ball, MH Thames, H Bass, L Sleep, J Lewis, G Phelps Proceedings of the 33rd Conference of the International Group for the …, 2009 | 48 | 2009 |
| How much English language arts and mathematics instruction do students receive? Investigating variation in instructional time G Phelps, D Corey, J DeMonte, D Harrison, D Loewenberg Ball Educational Policy 26 (5), 631-662, 2012 | 45 | 2012 |
| Developing content knowledge for teaching assessments for the Measures of Effective Teaching study G Phelps, B Weren, A Croft, D Gitomer ETS Research Report Series 2014 (2), 1-92, 2014 | 37 | 2014 |
| Explaining variation in instructional time: An application of quantile regression DL Corey, G Phelps, DL Ball, J Demonte, D Harrison Educational Evaluation and Policy Analysis 34 (2), 146-163, 2012 | 36 | 2012 |
| Strategies for improving power in school-randomized studies of professional development B Kelcey, G Phelps Evaluation Review 37 (6), 520-554, 2013 | 35 | 2013 |
| Assessing mathematical knowledge for teaching: The role of teaching context G Phelps, H Howell The Mathematics Enthusiast 13 (1), 52-70, 2016 | 34 | 2016 |
| Informing estimates of program effects for studies of mathematics professional development using teacher content knowledge outcomes G Phelps, B Kelcey, N Jones, S Liu Evaluation Review 40 (5), 383-409, 2016 | 33 | 2016 |
