| 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 | 212 | 2017 |
| Implementing Integrated Performance Assessment B Adair-Hauck, EW Glisan, FJ Troyan American Council on the Teaching of Foreign Languages, 2013 | 129 | 2013 |
| Standards for foreign language learning: Defining the constructs and researching learner outcomes FJ Troyan Foreign Language Annals 45 (s1), s118-s140, 2012 | 78 | 2012 |
| The implementation of high‐leverage teaching practices: From the university classroom to the field site KJ Davin, FJ Troyan Foreign Language Annals 48 (1), 124-142, 2015 | 75 | 2015 |
| Learning to mean in Spanish writing: A case study of a genre‐based pedagogy for standards‐based writing instruction FJ Troyan Foreign Language Annals 49 (2), 317-335, 2016 | 73 | 2016 |
| Integration PCK: Modeling the knowledge(s) underlying a world language teacher's implementation of CBI FJ Troyan, L Cammarata, J Martel Foreign Language Annals 50 (2), 458-476, 2017 | 64 | 2017 |
| Exploring a practice-based approach to foreign language teacher preparation: A work in progress FJ Troyan, KJ Davin, R Donato Canadian Modern Language Review 69 (2), 154-180, 2013 | 58 | 2013 |
| Research on the integrated performance assessment in an early foreign language learning program K Davin, FJ Troyan, R Donato, A Hellman Foreign Language Annals 44 (4), 605-625, 2011 | 57 | 2011 |
| A descriptive and co‐constructive approach to integrated performance assessment feedback B Adair‐Hauck, FJ Troyan Foreign Language Annals 46 (1), 23-44, 2013 | 54 | 2013 |
| Leveraging genre theory: A genre‐based interactive model for the era of the Common Core State Standards FJ Troyan Foreign Language Annals 47 (1), 5-24, 2014 | 47 | 2014 |
| Classroom dynamic assessment of reading comprehension with second language learners KJ Davin, FJ Troyan, AL Hellmann Language and Sociocultural Theory 1 (1), 1-23, 2014 | 38 | 2014 |
| Critical SFL praxis in teacher education: Insights from Australian SFL scholars FJ Troyan, R Harman, X Zhang Language and Education, 1-19, 2020 | 31 | 2020 |
| The functions of reflection in high‐stakes assessment of world language teacher candidates FJ Troyan, CS Kaplan Foreign Language Annals 48 (3), 372-393, 2015 | 28 | 2015 |
| A case for a functional linguistic knowledge base in world language teacher education FJ Troyan, SF Sembiante, N King Foreign Language Annals 52 (3), 644-669, 2019 | 27 | 2019 |
| Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design FJ Troyan, N King, A Bramli Foreign Language Annals 54 (3), 567-588, 2021 | 21 | 2021 |
| “Am I doing it wrong?”: Critically examining mediation in lesson rehearsal MM Peercy, FJ Troyan Teaching and Teacher Education 93, 103082, 2020 | 20 | 2020 |
| Novice teachers’ perspectives on learning in lesson rehearsals in second language teacher preparation FJ Troyan, MM Peercy International Multilingual Research Journal 10 (3), 188-200, 2016 | 20 | 2016 |
| Genre in world language education FJ Troyan | 20* | |
| SFL Pedagogies in Language Education: Special Issue Introduction FJ Troyan, JD Herazo, M Ryshina-Pankova System, 102694, 2021 | 19 | 2021 |
| Developing a critical functional linguistic knowledge base for world language teachers FJ Troyan, SF Sembiante Genre in World Language Education: Contextualized Assessment and Learning, 32, 2020 | 17 | 2020 |
Kristin DavinProfessor of Foreign Language Education, University of North Carolina at CharlotteAdresă de e-mail confirmată pe charlotte.edu