| The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice RW Burns, J Jacobs, D Yendol-Hoppey Action in Teacher Education 38 (4), 410-425, 2016 | 117 | 2016 |
| When supervision is conflated with evaluation: Teacher candidates’ perceptions of their novice supervisor RW Burns, BJ Badiali Action in Teacher Education 37 (4), 418-437, 2015 | 75 | 2015 |
| Unearthing the complexities of clinical pedagogy in supervision: Identifying the pedagogical skills of supervisors RW Burns, B Badiali Action in Teacher Education 38 (2), 156-174, 2016 | 71 | 2016 |
| Preservice teacher supervision within field experiences in a decade of reform R Burns, J Jacobs, D Yendol-Hoppey Teacher Education and Practice 29 (1), 46-75, 2016 | 59 | 2016 |
| High-quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators RW Burns, D Yendol-Hoppey, J Jacobs The Educational Forum 79 (1), 53-67, 2015 | 57 | 2015 |
| Elementary preservice teacher field supervision: A survey of teacher education programs J Jacobs, K Hogarty, RW Burns Action in Teacher Education 39 (2), 172-186, 2017 | 40 | 2017 |
| Clinical pedagogy and pathways of clinical pedagogical practice: A conceptual framework for teaching about teaching in clinical experiences RW Burns, BJ Badiali Action in Teacher Education 40 (4), 428-446, 2018 | 38 | 2018 |
| Problematizing clinical education DV Dennis, RW Burns, K Tricarico, S van Ingen, J Jacobs, J Davis The power of clinical preparation in teacher education, 1-20, 2017 | 38 | 2017 |
| The boundary spanner in professional development schools: In search of common nomenclature. RW Burns, W Baker School-University Partnerships 9 (2), 28-39, 2016 | 37 | 2016 |
| The inequitable influence that varying accountability contexts in the United States have on teacher professional development J Jacobs, RW Burns, D Yendol-Hoppey Professional development in education 41 (5), 849-872, 2015 | 35 | 2015 |
| A framework for naming the scope and nature of teacher candidate supervision in clinically-based teacher preparation: Tasks, high-leverage practices, and pedagogical routines … RW Burns, J Jacobs, D Yendol-Hoppey The Teacher Educator 55 (2), 214-238, 2020 | 34 | 2020 |
| Making muffins: Identifying core ingredients of school-university partnerships RW Burns, J Jacobs, W Baker, D Donahue School-University Partnerships 9 (3), 81-95, 2016 | 33 | 2016 |
| (Re) Designing Programs:: A Vision for Equity-Centered, Clinically Based Teacher Preparation J Jacobs, RW Burns IAP, 2021 | 21 | 2021 |
| Conceptualizing supervision in the professional development school context: A case analysis RW Burns The Pennsylvania State University, 2012 | 19 | 2012 |
| The Penn State-State College Elementary Professional Development School Collaborative: A Profile. J Nolan, B Badiali, C Zembal-Saul, R Burns, J Edmondson, D Bauer, ... School-University Partnerships 3 (2), 19-30, 2009 | 19 | 2009 |
| Improving Teacher Practice‐based Knowledge D Yendol‐Hoppey, J Jacobs, RW Burns The Wiley handbook of educational supervision, 511, 2018 | 17 | 2018 |
| Supervision in professional development schools RW Burns, D Yendol-Hoppey Supervision: New perspectives for theory and practice, 97-127, 2015 | 17 | 2015 |
| Clinically based teacher education in action: Cases from professional development schools E Garin, RW Burns IAP, 2020 | 15 | 2020 |
| Supervision and teacher wellness: An essential component for improving classroom practice C Glickman, RW Burns Journal of Educational Supervision 4 (1), 18, 2021 | 14 | 2021 |
| The transformative nature of boundary-spanning roles in developing teacher leaders: The case of a hybrid teacher educator in a professional development school context RW Burns, BJ Badiali The New Educator 16 (3), 187-206, 2020 | 11 | 2020 |
Jennifer JacobsUniversity of South FloridaVerified email at usf.edu
