| # | Title | Journal | Year | Citations |
|---|
| 1 | Determining Validity in Qualitative Inquiry | Theory Into Practice | 2000 | 4,455 |
| 2 | Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms | Theory Into Practice | 1992 | 4,097 |
| 3 | A Revision of Bloom's Taxonomy: An Overview | Theory Into Practice | 2002 | 3,774 |
| 4 | Becoming a Self-Regulated Learner: An Overview | Theory Into Practice | 2002 | 2,530 |
| 5 | But that's just good teaching! The case for culturally relevant pedagogy | Theory Into Practice | 1995 | 1,692 |
| 6 | Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom | Theory Into Practice | 2008 | 732 |
| 7 | The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing | Theory Into Practice | 2002 | 716 |
| 8 | Making cooperative learning work | Theory Into Practice | 1999 | 623 |
| 9 | Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education | Theory Into Practice | 2003 | 562 |
| 10 | The "Academic Literacies" Model: Theory and Applications | Theory Into Practice | 2006 | 472 |
| 11 | Critical thinking assessment | Theory Into Practice | 1993 | 465 |
| 12 | Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection | Theory Into Practice | 2003 | 460 |
| 13 | Rote Versus Meaningful Learning | Theory Into Practice | 2002 | 455 |
| 14 | Gender and Perceived Self-Efficacy in Self-Regulated Learning | Theory Into Practice | 2002 | 451 |
| 15 | Peer Assessment | Theory Into Practice | 2009 | 422 |
| 16 | ‘What time is it, Denise?”: Asking known information questions in classroom discourse | Theory Into Practice | 1979 | 395 |
| 17 | Moral development: A review of the theory | Theory Into Practice | 1977 | 386 |
| 18 | Against the Dark: Antiblackness in Education Policy and Discourse | Theory Into Practice | 2016 | 376 |
| 19 | Designing Collaborative Learning Contexts | Theory Into Practice | 2002 | 374 |
| 20 | Defining higher order thinking | Theory Into Practice | 1993 | 313 |
| 21 | Loss of Family Languages: Should Educators Be Concerned? | Theory Into Practice | 2000 | 311 |
| 22 | Critical Literacy: Foundational Notes | Theory Into Practice | 2012 | 311 |
| 23 | Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices | Theory Into Practice | 2003 | 304 |
| 24 | Equity pedagogy: An essential component of multicultural education | Theory Into Practice | 1995 | 289 |
| 25 | Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education | Theory Into Practice | 2013 | 286 |
| 26 | Promoting Learning and Achievement Through Self-Assessment | Theory Into Practice | 2009 | 284 |
| 27 | Critical frames in educational research: Feminist and post‐structural perspectives | Theory Into Practice | 1992 | 279 |
| 28 | Assessment Literacy for Teachers: Faddish or Fundamental? | Theory Into Practice | 2009 | 277 |
| 29 | Analyzing Qualitative Data | Theory Into Practice | 2000 | 244 |
| 30 | Metacognition: A Bridge Between Cognitive Psychology and Educational Practice | Theory Into Practice | 2004 | 243 |
| 31 | Mentoring in the New Millennium | Theory Into Practice | 2000 | 239 |
| 32 | Structuring Peer Interaction to Promote High-Level Cognitive Processing | Theory Into Practice | 2002 | 223 |
| 33 | Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching | Theory Into Practice | 1992 | 218 |
| 34 | Building a culture of collaboration through hybrid language practices | Theory Into Practice | 1999 | 212 |
| 35 | Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization | Theory Into Practice | 2014 | 200 |
| 36 | Teachers' Emotion Regulation and Classroom Management | Theory Into Practice | 2009 | 196 |
| 37 | Formative and Summative Assessment in the Classroom | Theory Into Practice | 2016 | 194 |
| 38 | The literary transaction: Evocation and response | Theory Into Practice | 1982 | 183 |
| 39 | Returning to the root: A culturally relevant approach to mathematics pedagogy | Theory Into Practice | 1995 | 180 |
| 40 | Teaching thinking dispositions: From transmission to enculturation | Theory Into Practice | 1993 | 177 |
| 41 | An attainable global perspective | Theory Into Practice | 1982 | 175 |
| 42 | The Role of Representation(s) in Developing Mathematical Understanding | Theory Into Practice | 2001 | 173 |
| 43 | Views from the Classroom: Teachers' Opinions of Statewide Testing Programs | Theory Into Practice | 2003 | 172 |
| 44 | Video Games in Education: Why They Should Be Used and How They Are Being Used | Theory Into Practice | 2008 | 172 |
| 45 | Speaking of prosody: Fluency's unattended bedfellow | Theory Into Practice | 1991 | 168 |
| 46 | Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions? | Theory Into Practice | 2014 | 168 |
| 47 | Instructional Coaching as High-Quality Professional Development | Theory Into Practice | 2017 | 167 |
| 48 | Training teachers to attend to their students’ oral reading fluency | Theory Into Practice | 1991 | 161 |
| 49 | Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking | Theory Into Practice | 2003 | 154 |
| 50 | Engagement in School and Out-of-School Contexts: A Multidimensional View of Engagement | Theory Into Practice | 2011 | 150 |
