| Tipping points: Doctoral students and consideration of departure CM Ruud, ES Saclarides, CE George-Jackson, ST Lubienski Journal of College Student Retention: Research, Theory & Practice 20 (3 …, 2018 | 53 | 2018 |
| Sex differences in doctoral student publication rates ST Lubienski, EK Miller, ES Saclarides Educational Researcher 47 (1), 76-81, 2018 | 52 | 2018 |
| Exploring the foci and depth of coach-teacher interactions during modeled lessons ES Saclarides, J Munson Teaching and Teacher Education 105, 2021 | 31 | 2021 |
| The influence of administrative policies and expectations on coach-teacher interactions ES Saclarides, ST Lubienski The elementary school journal 120 (3), 528-554, 2020 | 25 | 2020 |
| Math coaches, specialists, and student achievement: Learning from the data KE Harbour, ES Saclarides Phi Delta Kappan 102 (3), 42-45, 2020 | 23 | 2020 |
| Tensions in teacher choice and professional development ES Saclarides, ST Lubienski Phi Delta Kappan 100 (3), 55-58, 2018 | 23 | 2018 |
| Teachers’ mathematics learning opportunities during one-on-one coaching conversations ES Saclarides, ST Lubienski Journal for Research in Mathematics Education 52 (3), 257-300, 2021 | 19 | 2021 |
| A difference in priorities? Why US and international students consider leaving doctoral programs C E. George, ES Saclarides, ST Lubienski Studies in Graduate and Postdoctoral Education 9 (1), 38-57, 2018 | 18 | 2018 |
| Exploring relationships among responsibilities of mathematics coaches and specialists and student achievement KE Harbour, ES Saclarides, JL Adelson, KS Karp International Electronic Journal of Mathematics Education 16 (2), em0640, 2021 | 16 | 2021 |
| Trends in mathematics specialist literature: Analyzing research spanning four decades CB Baker, ES Saclarides, KE Harbour, MA Hjalmarson, SD Livers, ... School Science and Mathematics, 1-12, 2021 | 16 | 2021 |
| Doing the math together: Coaches' professional learning through engagement in mathematics BD Kane, ES Saclarides Journal of Mathematics Teacher Education, 1-30, 2022 | 13 | 2022 |
| Understanding mathematics coaches’ development: Coaches’ attributions of their professional learning in school districts ES Saclarides, BD Kane International Journal of Educational Research 109, 101815, 2021 | 12 | 2021 |
| A case of one-on-one coaching to differentiate mathematics instruction ES Saclarides, KE Harbour Professional Development in Education 49 (1), 45-68, 2023 | 7 | 2023 |
| Getting a foot in the door: Examining content-focused coaches' strategies for gaining access to classrooms J Munson, ES Saclarides The Elementary School Journal, 2022 | 7 | 2022 |
| Exploring the content and depth of coach-teacher talk during modeling and co-teaching ES Saclarides, ST Lubienski American Educational Research Association, New York, NY, 2018 | 7 | 2018 |
| Reflecting on the past and looking ahead: An exploration of coach–teacher talk during reflection meetings ES Saclarides School Science and Mathematics 122 (4), 195-208, 2022 | 5 | 2022 |
| Co-teaching and modeling: The work of coaches and teachers as they engage in one-on-one mathematics professional development ES Saclarides University of Illinois at Urbana-Champaign, 2018 | 5 | 2018 |
| Design principles that support course design innovation for elementary mathematics methods courses ES Saclarides, B Garner, G Krause, C Bertolone-Smith, J Munson The Mathematics Teacher Educator 11 (1), 9-25, 2022 | 4 | 2022 |
| Studying Coach-teacher Interactions during Co-taught Mathematics Lessons ES Saclarides Investigations in Mathematics Learning 14 (3), 167-183, 2022 | 4 | 2022 |
| An exploration of coaches' coordination of micropolitical strategies to gain access to teachers' classrooms ES Saclarides, J Munson The Elementary School Journal, 2022 | 4 | 2022 |
Sarah LubienskiExecutive Associate Dean & Professor, Indiana UniversityBestätigte E-Mail-Adresse bei iu.edu
