| Year |
Citation |
Score |
| 2019 |
Gallagher MA, Barber AT, Beck JS, Buehl MM. Academic Vocabulary: Explicit and Incidental Instruction for Students of Diverse Language Backgrounds Reading & Writing Quarterly. 35: 84-102. DOI: 10.1080/10573569.2018.1510796 |
0.462 |
|
| 2018 |
Barber AT, Buehl MM, Beck JS, Ramirez EM, Gallagher M, Nuland LNR, Archer CJ. Literacy in Social Studies: The Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners. Reading & Writing Quarterly. 34: 79-97. DOI: 10.1080/10573569.2017.1344942 |
0.384 |
|
| 2017 |
Fives H, Barnes N, Buehl MM, Mascadri J, Ziegler N. Teachers' Epistemic Cognition in Classroom Assessment Educational Psychologist. 52: 270-283. DOI: 10.1080/00461520.2017.1323218 |
0.525 |
|
| 2017 |
Barber AMT, Buehl MM, Beck JS. Dynamics Of Engagement And Disaffection In A Social Studies Classroom Context Psychology in the Schools. 54: 736-755. DOI: 10.1002/Pits.22027 |
0.468 |
|
| 2016 |
Fives H, Buehl MM. Teachers’ Beliefs, in the Context of Policy Reform Policy Insights From the Behavioral and Brain Sciences. 3: 114-121. DOI: 10.1177/2372732215623554 |
0.441 |
|
| 2016 |
Barber AT, Gallagher M, Smith P, Buehl MM, Beck JS. Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles Literacy Research and Instruction. 1-28. DOI: 10.1080/19388071.2016.1167987 |
0.499 |
|
| 2015 |
Taboada Barber A, Buehl MM, Kidd JK, Sturtevant EG, Richey Nuland L, Beck J. Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds Reading Psychology. 36: 31-85. DOI: 10.1080/02702711.2013.815140 |
0.488 |
|
| 2014 |
Fives H, Buehl MM. Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs Journal of Teacher Education. 65: 435-448. DOI: 10.1177/0022487114541813 |
0.463 |
|
| 2012 |
Taboada A, Buehl MM. Teachers conceptions of reading comprehension and motivation to read Teachers and Teaching: Theory and Practice. 18: 101-122. DOI: 10.1080/13540602.2011.622559 |
0.583 |
|
| 2012 |
Barber AT, Buehl MM. Relations among grade 4 students perceptions of autonomy, engagement in science, and reading motivation Journal of Experimental Education. 81: 22-43. DOI: 10.1080/00220973.2011.630045 |
0.499 |
|
| 2010 |
Fives H, Buehl MM. Teachers’ articulation of beliefs about teaching knowledge: Conceptualizing a belief framework Personal Epistemology in the Classroom. 470-515. DOI: 10.1017/CBO9780511691904.015 |
0.447 |
|
| 2010 |
Murphy PK, Buehl MM, Zeruth JA, Edwards MN, Long JF, Monoi S. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools Personal Epistemology in the Classroom. 328-367. DOI: 10.1017/CBO9780511691904.011 |
0.339 |
|
| 2009 |
Buehl MM, Fives H. Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change? Journal of Experimental Education. 77: 367-407. DOI: 10.3200/Jexe.77.4.367-408 |
0.49 |
|
| 2009 |
Fives H, Buehl MM. Examining the factor structure of the teachers' sense of efficacy scale Journal of Experimental Education. 78: 118-134. DOI: 10.1080/00220970903224461 |
0.523 |
|
| 2008 |
Fives H, Buehl MM. What do teachers believe? Developing a framework for examining beliefs about teachers' knowledge and ability Contemporary Educational Psychology. 33: 134-176. DOI: 10.1016/J.Cedpsych.2008.01.001 |
0.537 |
|
| 2008 |
Buehl MM. Assessing the multidimensionality of students' epistemic beliefs across diverse cultures Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures. 65-112. DOI: 10.1007/978-1-4020-6596-5_4 |
0.313 |
|
| 2005 |
Buehl MM, Alexander PA. Motivation and performance differences in students' domain-specific epistemological belief profiles American Educational Research Journal. 42: 697-726. DOI: 10.3102/00028312042004697 |
0.308 |
|
| 2002 |
Alexander PA, Fives H, Buehl MM, Mulhern J. Teaching as persuasion Teaching and Teacher Education. 18: 795-813. DOI: 10.1016/S0742-051X(02)00044-6 |
0.486 |
|
| 2002 |
Buehl MM, Alexander PA, Murphy PK. Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology. 27: 415-449. DOI: 10.1006/Ceps.2001.1103 |
0.304 |
|
| 2001 |
Buehl MM, Alexander PA, Murphy PK, Sperl CT. Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure Journal of Literacy Research. 33: 269-301. DOI: 10.1080/10862960109548112 |
0.356 |
|
| 2001 |
Alexander PA, Buehl MM, Sperl CT. The persuasiveness of persuasive discourse International Journal of Educational Research. 35: 651-674. DOI: 10.1016/S0883-0355(02)00008-3 |
0.354 |
|
| 1999 |
Dochy F, Segers M, Buehl MM. The relation between assessment practices and outcomes of studies: The case of research on prior knowledge Review of Educational Research. 69: 145-186. |
0.35 |
|
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