| Making transparent the challenges of developing a practice-based pedagogy of teacher education MM Peercy, FJ Troyan Teaching and Teacher education 61, 26-36, 2017 | 213 | 2017 |
| Collaboration to teach English language learners: Opportunities for shared teacher learning M Martin-Beltran, MM Peercy Teachers and Teaching 20 (6), 721-737, 2014 | 158 | 2014 |
| The geographies of difference: The production of the east side, west side, and central city school E Buendia, N Ares, BG Juarez, M Peercy American Educational Research Journal 41 (4), 833-863, 2004 | 109 | 2004 |
| Moving Beyond Yes or No: Shifting From Over‐Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students SM Daniel, M Martin‐Beltrán, MM Peercy, R Silverman TESOL journal 7 (2), 393-420, 2016 | 107 | 2016 |
| Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry MM Peercy, J Sharkey, L Baecher, S Motha, M Varghese TESOL Journal 10 (4), e482, 2019 | 102 | 2019 |
| Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom MM Peercy, M Martin-Beltran International Journal of Inclusive Education 16 (7), 657-673, 2012 | 102 | 2012 |
| Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base MM Peercy, J Sharkey Language Teaching Research 24 (1), 105-115, 2020 | 93 | 2020 |
| Can I ask a question? MM Peercy, M Martin-Beltrán, RD Silverman, SJ Nunn Teacher Education Quarterly 42 (4), 33-58, 2015 | 93 | 2015 |
| “We need more consistency”: Negotiating the division of labor in ESOL–mainstream teacher collaboration MM Peercy, M Ditter, M Destefano Tesol Journal 8 (1), 215-239, 2017 | 83 | 2017 |
| Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students M Martin-Beltrán, JM Tigert, MM Peercy, RD Silverman International Journal of Educational Research 82, 135-146, 2017 | 69 | 2017 |
| Preparing English language learners for the mainstream: Academic language and literacy practices in two junior high school ESL classrooms MM Peercy Reading & Writing Quarterly 27 (4), 324-362, 2011 | 69 | 2011 |
| Developing a zone of relevance: Emergent bilinguals’ use of social, linguistic, and cognitive support in peer-led literacy discussions M Martin-Beltrán, S Daniel, M Peercy, R Silverman International Multilingual Research Journal 11 (3), 152-166, 2017 | 65 | 2017 |
| Challenges in enacting core practices in language teacher education: A self-study MM Peercy Studying Teacher Education 10 (2), 146-162, 2014 | 61 | 2014 |
| ESOL teacher candidates' emotions and identity development B Yazan, MM Peercy Teacher education and professional development in TESOL, 53-67, 2016 | 58 | 2016 |
| How can ESOL and mainstream teachers make the best of a standards‐based curriculum in order to collaborate? M Martin‐Beltrán, MM Peercy TESOL Journal 3 (3), 425-444, 2012 | 50 | 2012 |
| Curricular design and implementation as a site of teacher expertise and learning MM Peercy, M Martin-Beltrán, RD Silverman, S Daniel Teachers and Teaching 21 (7), 867-893, 2015 | 49 | 2015 |
| Problematizing the theory-practice gap: How ESL teachers make sense of their preservice education MM Peercy Journal of Theory and Practice in Education 8 (1), 20-40, 2012 | 42 | 2012 |
| Effects of a cross-age peer learning program on the vocabulary and comprehension of English learners and non-English learners in elementary school RD Silverman, M Martin-Beltran, MM Peercy, AM Hartranft, DM McNeish, ... The Elementary School Journal 117 (3), 485-512, 2017 | 41 | 2017 |
| Expanding roles: Teacher educators’ perspectives on educating English learners S Daniel, MM Peercy Action in Teacher Education 36 (2), 100-116, 2014 | 41 | 2014 |
| Constructing literacy: How goals, activity systems, and text shape classroom practice NM Ares, MM Peercy Journal of Literacy Research 35 (1), 633-662, 2003 | 33 | 2003 |
Rebecca D SilvermanStanford UniversityVerified email at stanford.edu