| Proposing a core set of instructional practices and tools for teachers of science M Windschitl, J Thompson, M Braaten, D Stroupe Science education 96 (5), 878-903, 2012 | 918 | 2012 |
| Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science‐as‐practice D Stroupe Science Education 98 (3), 487-516, 2014 | 503 | 2014 |
| Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards E Miller, E Manz, R Russ, D Stroupe, L Berland Journal of Research in Science Teaching 55 (7), 1053-1075, 2018 | 465 | 2018 |
| Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking H Kang, M Windschitl, D Stroupe, J Thompson Journal of Research in Science Teaching 53 (9), 1316-1340, 2016 | 181 | 2016 |
| Describing “science practice” in learning settings D Stroupe Science Education 99 (6), 1033-1040, 2015 | 154 | 2015 |
| Rigor and responsiveness in classroom activity J Thompson, S Hagenah, H Kang, D Stroupe, M Braaten, C Colley, ... Teachers College Record 118 (5), 1-58, 2016 | 153 | 2016 |
| The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation MA Windschitl, D Stroupe Journal of Teacher Education 68 (3), 251-261, 2017 | 120 | 2017 |
| Fostering students’ epistemic agency through the co‐configuration of moth research D Stroupe, MD Caballero, P White Science Education 102 (6), 1176-1200, 2018 | 107 | 2018 |
| “It’s 1000 degrees in here when I teach”: Providing preservice teachers with an extended opportunity to approximate ambitious instruction D Stroupe, AW Gotwals Journal of Teacher Education 69 (3), 294-306, 2018 | 69 | 2018 |
| Introduction to special issue: Epistemic tools in science education D Stroupe, J Moon, S Michaels Science Education 103 (4), 948-951, 2019 | 63 | 2019 |
| Beginning teachers' use of resources to enact and learn from ambitious instruction D Stroupe Cognition and Instruction 34 (1), 51-77, 2016 | 60 | 2016 |
| What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers’ knowledge and learning R Gray, S McDonald, D Stroupe Studies in Science Education 58 (1), 49-80, 2022 | 53 | 2022 |
| Teacher education and teaching in the present political landscape: Promoting educational equity through critical inquiry and research DJC Andrews, G Richmond, D Stroupe Journal of Teacher Education 68 (2), 121-124, 2017 | 49 | 2017 |
| Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms N Shah, JA Christensen, NA Ortiz, AK Nguyen, S Byun, D Stroupe, ... Computer Science Education 30 (3), 254-278, 2020 | 42 | 2020 |
| Ambitious teachers’ design and use of classrooms as a place of science D Stroupe Science Education 101 (3), 458-485, 2017 | 31 | 2017 |
| Preparing Science Teachers through Practice-Based Teacher Education. D Stroupe, K Hammerness, S McDonald Harvard Education Press, 2020 | 28 | 2020 |
| Naming and disrupting epistemic injustice across curated sites of learning D Stroupe Journal of the Learning Sciences 31 (2), 317-334, 2022 | 26 | 2022 |
| Supporting ambitious instruction by beginning teachers with specialized tools and practices D Stroupe, M Windschitl Newly hired teachers of science: A better beginning, 181-196, 2015 | 25 | 2015 |
| Leaving the laboratory: Using field science to disrupt and expand historically enduring narratives of science teaching and learning D Stroupe, HB Carlone Science & Education, 1-29, 2022 | 24 | 2022 |
| Sharing a vision, sharing practices: How communities of educators improve teaching M Windschitl, J Thompson, M Braaten, D Stroupe Remedial and Special Education 40 (6), 380-390, 2019 | 22 | 2019 |
Jessica ThompsonUniversity of WashingtonVerified email at uw.edu