| Chapter 1: Redefining disciplinary learning in classroom contexts MJ Ford, EA Forman Review of research in education 30 (1), 1-32, 2006 | 646 | 2006 |
| Disciplinary authority and accountability in scientific practice and learning M Ford Science Education 92 (3), 404-423, 2008 | 626 | 2008 |
| Educational Implications of Choosing'Practice'to Describe Science in the Next Generation Science Standards. MJ Ford Science Education 99 (6), 2015 | 297 | 2015 |
| ‘Grasp of practice’as a reasoning resource for inquiry and nature of science understanding M Ford Science & Education 17, 147-177, 2008 | 291 | 2008 |
| A dialogic account of sense-making in scientific argumentation and reasoning MJ Ford Cognition and Instruction 30 (3), 207-245, 2012 | 289 | 2012 |
| Dialogic framing of scientific content for conceptual and epistemic understanding MJ Ford, BM Wargo Science Education 96 (3), 369-391, 2012 | 188 | 2012 |
| The game, the pieces, and the players: Generative resources from two instructional portrayals of experimentation MJ Ford The Journal of the Learning Sciences 14 (4), 449-487, 2005 | 93 | 2005 |
| Authority and accountability in light of disciplinary practices in science EA Forman, MJ Ford International Journal of Educational Research 64, 199-210, 2014 | 73 | 2014 |
| Routines, roles, and responsibilities for aligning scientific and classroom practices MJ Ford, BM Wargo Science Education 91 (1), 133-157, 2007 | 73 | 2007 |
| Critique in academic disciplines and active learning of academic content MJ Ford Cambridge Journal of Education 40 (3), 265-280, 2010 | 60 | 2010 |
| The empirical attitude, material practice and design activities X Apedoe, M Ford Science & Education 19, 165-186, 2010 | 49 | 2010 |
| Uncertainty and scientific progress in classroom dialogue MJ Ford, EA Forman Socializing intelligence through academic talk and dialogue, 143-156, 2015 | 46 | 2015 |
| Introduction to special issue: International examinations and extensions of the productive disciplinary engagement framework EA Forman, RA Engle, P Venturini, MJ Ford International Journal of Educational Research 64, 149-155, 2014 | 27 | 2014 |
| Research on Instruction: and Learning in Science: Elaborating the Design Approach M Ford, EA Forman The Sage Handbook for Research in Education: Engaging Ideas and Enriching …, 2006 | 17 | 2006 |
| Learning progressions and progress: An introduction to our focus on learning progressions MJ Ford Science Education 99 (3), 407-409, 2015 | 15 | 2015 |
| Teacher collaboration: Focusing on problems of practice TA Romberg, MJ Ford, J Burrill Understanding mathematics and science matters, 231-251, 2005 | 15 | 2005 |
| Representing and meaning in history and in classrooms: Developing symbols and conceptual organizations of free-fall motion MJ Ford Science & Education 12, 1-25, 2003 | 12 | 2003 |
| Interactive event: The Rimac Tutor-a simulation of the highly interactive nature of human tutorial dialogue P Jordan, P Albacete, MJ Ford, S Katz, M Lipschultz, D Litman, S Silliman, ... Artificial Intelligence in Education: 16th International Conference, AIED …, 2013 | 6 | 2013 |
| Reformulating student contributions in tutorial dialogue P Jordan, S Katz, P Albacete, M Ford, C Wilson INLG 2012 Proceedings of the Seventh International Natural Language …, 2012 | 6 | 2012 |
| Upper-Level Physics Students' Perceptions of Physicists PW Irving, EC Sayre arXiv preprint arXiv:1409.1197, 2014 | 5 | 2014 |
