| The refined consensus model of pedagogical content knowledge in science education J Carlson, KR Daehler, AC Alonzo, E Barendsen, A Berry, A Borowski, ... Repositioning pedagogical content knowledge in teachers’ knowledge for …, 2019 | 484 | 2019 |
| Developing and assessing a force and motion learning progression AC Alonzo, JT Steedle Science Education 93 (3), 389-421, 2009 | 468 | 2009 |
| Diagnostic assessment with ordered multiple-choice items DC Briggs, AC Alonzo, C Schwab, M Wilson Educational Assessment 11 (1), 33-63, 2006 | 459 | 2006 |
| Learning progressions in science: Current challenges and future directions AC Alonzo, AW Gotwals Springer Science & Business Media, 2012 | 256 | 2012 |
| Working memory, fluid intelligence, and science learning K Yuan, J Steedle, R Shavelson, A Alonzo, M Oppezzo Educational Research Review 1 (2), 83-98, 2006 | 212 | 2006 |
| Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases AC Alonzo, M Kobarg, T Seidel Journal of research in science teaching 49 (10), 1211-1239, 2012 | 176 | 2012 |
| Declarative and dynamic pedagogical content knowledge as elicited through two video‐based interview methods AC Alonzo, J Kim Journal of Research in Science Teaching 53 (8), 1259-1286, 2016 | 158 | 2016 |
| Examining the utility of elementary science notebooks for formative assessment purposes P Aschbacher, A Alonzo Educational Assessment 11 (3-4), 179-203, 2006 | 157 | 2006 |
| Artifact packages for measuring instructional practice: A pilot study H Borko, BM Stecher, A Alonzo, S Moncure, S McClam Educational Assessment 10 (2), 73-104, 2005 | 124* | 2005 |
| Unpacking the complexity of science teachers’ PCK in action: Enacted and personal PCK AC Alonzo, A Berry, P Nilsson Repositioning pedagogical content knowledge in teachers’ knowledge for …, 2019 | 85 | 2019 |
| The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression DC Briggs, AC Alonzo Learning progressions in science, 293-316, 2012 | 84 | 2012 |
| The role of content in inquiry-based elementary science lessons: An analysis of teacher beliefs and enactment EM Furtak, AC Alonzo Research in Science Education 40 (3), 425-449, 2010 | 74 | 2010 |
| An argument for formative assessment with science learning progressions AC Alonzo Applied Measurement in Education 31 (2), 104-112, 2018 | 72 | 2018 |
| Evaluating the pedagogical content knowledge of pre-and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training C Kuhn, AC Alonzo, O Zlatkin-Troitschanskaia Empirical Research in Vocational Education and Training 8, 1-18, 2016 | 69 | 2016 |
| Learning progressions that support formative assessment practices AC Alonzo Measurement: Interdisciplinary Research & Perspective 9 (2-3), 124-129, 2011 | 67 | 2011 |
| Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge. AC Alonzo For full text: http://aets. chem. pitt. edu., 2002 | 54 | 2002 |
| Introduction: Leaping into learning progressions in science AW Gotwals, AC Alonzo Learning progressions in science, 1-12, 2012 | 42 | 2012 |
| Beyond empirical adequacy: Learning progressions as models and their value for teachers AC Alonzo, A Elby Cognition and Instruction 37 (1), 1-37, 2019 | 37 | 2019 |
| Using learning progressions to inform large-scale assessment AC Alonzo, T Neidorf, CW Anderson Learning progressions in science, 211-240, 2012 | 37 | 2012 |
| Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking C von Aufschnaiter, AC Alonzo Applied Measurement in Education 31 (2), 113-127, 2018 | 36 | 2018 |
