Pedagogic responsiveness for academic depth L Slonimsky, Y Shalem Journal of Education 40 (1), 37-58, 2006 | 148 | 2006 |
The dual economy of schooling and teacher morale in South Africa Y Shalem, U Hoadley International Studies in Sociology of Education 19 (2), 119-134, 2009 | 102 | 2009 |
Accountability conversations: Mathematics teachers’ learning through challenge and solidarity K Brodie, Y Shalem Journal of Mathematics Teacher Education 14, 419-439, 2011 | 69 | 2011 |
How undergraduate students' negotiate'academic performance within a diverse university environment M Cross, Y Shalem, J Backhouse, F Adam South African Journal of Higher Education 23 (1), 21-42, 2009 | 65 | 2009 |
What binds professional judgment?: The case of teaching Y Shalem Knowledge, expertise and the professions, 93-105, 2014 | 58 | 2014 |
Seeing epistemic order: Construction and transmission of evaluative criteria Y Shalem, L Slonimsky British Journal of Sociology of Education 31 (6), 755-778, 2010 | 58 | 2010 |
Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes F De Clercq, Y Shalem Southern African Review of Education with Education with Production 20 (1 …, 2014 | 51 | 2014 |
School effectiveness in South Africa N Carrim, Y Shalem International Journal of Qualitative Studies in Education 12 (1), 59-83, 1999 | 45 | 1999 |
Teachers' explanations of learners' errors in standardised mathematics assessments Y Shalem, I Sapire, MA Sorto Pythagoras 35 (1), 1-11, 2014 | 39 | 2014 |
Do we have a theory of change? Calling change models to account Y Shalem Perspectives in Education 21 (1), 29-49, 2003 | 38 | 2003 |
Teacher autonomy in time Standardised lesson plans: The case of a Primary School Language and Mathematics Intervention in South Africa Y Shalem, F De Clercq, S Steinberg, H Koornhof Journal of Educational Change 19, 205–222, 2018 | 35 | 2018 |
Portfolio-based assessment of prior learning: A cat and mouse chase after invisible criteria Y Shalem, C Steinberg Re-theorising the recognition of prior learning, 97-115, 2006 | 32 | 2006 |
Practical knowledge of teaching practice–what counts? Y Shalem, L Slonimsky Journal of Education, 67-86, 2014 | 28 | 2014 |
Epistemological labor: The way to significant pedagogical authority Y Shalem Educational Theory 49 (1), 53-70, 1999 | 28 | 1999 |
Can we close the gap? Criteria and obligation in teacher education Y Shalem, L Slonimsky Journal of Education 24 (1), 4-29, 1999 | 25 | 1999 |
Teacher development and inequality in schools: Do we now have a theory of change? Y Shalem, F De Clercq South African Schooling: The Enigma of Inequality: A Study of the Present …, 2019 | 24 | 2019 |
Scripted lesson plans: What is visible and invisible in visible pedagogy? Y Shalem Knowledge, Curriculum and Equity, 183-199, 2017 | 24 | 2017 |
Rupturing or reinforcing inequality? The role of education in South Africa today S Allais, A Cooper, Y Shalem Transformation: Critical Perspectives on Southern Africa 101 (1), 105-126, 2019 | 23 | 2019 |
Engaging with learners' errors when teaching mathematics I Sapire, Y Shalem, B Wilson-Thompson, R Paulsen Pythagoras 37 (1), 1-11, 2016 | 23 | 2016 |
Retrieving teaching: Critical issues in curriculum, pedagogy and learning Y Shalem, S Pendlebury Juta, Limited, 2010 | 22 | 2010 |