| Teachers, tasks, and tensions: Lessons from a research–practice partnership R Johnson, S Severance, WR Penuel, H Leary Journal of Mathematics Teacher Education 19, 169-185, 2016 | 75 | 2016 |
| Review of continued progress: Promising evidence on personalized learning WR Penuel, R Johnson Boulder, CO: National Education Policy Center. Retrieved September 4, 2018, 2016 | 29 | 2016 |
| Tensions in a Multi-Tiered Research-Practice Partnership S Severance, H Leary, R Johnson Learning and Becoming in Practice: The International Conference of the …, 2014 | 20 | 2014 |
| Mathematical Tasks as Boundary Objects in Design-Based Implementation Research R Johnson, S Severance, H Leary, S Miller Learning and Becoming in Practice: The International Conference of the …, 2014 | 18 | 2014 |
| Using a Learning Progression Framework to Assess and Evaluate Student Growth. DC Briggs, E Diaz-Bilello, F Peck, J Alzen, R Chattergoon, R Johnson National Center for the Improvement of Educational Assessment, 2015 | 16 | 2015 |
| Toward an Argumentative Grammar for Socio-Cultural/Cultural-Historical Activity Approaches to Design Research M Cole, Y Engeström, A Sannino, K Gutiérrez, S Jurow, WR Penuel, ... Learning and Becoming in Practice: The International Conference of the …, 2014 | 4 | 2014 |
| Toward learning trajectory‐based instruction: A framework of conceptions of learning and assessment F Peck, R Johnson, D Briggs, J Alzen School Science and Mathematics 121 (6), 357-368, 2021 | 2 | 2021 |
| Developing purposeful questions and analyzing student reasoning: Two tools F Peck, J Alzen, D Briggs, R Johnson Colorado Mathematics Teacher 49 (1), 5, 2016 | 1 | 2016 |
| The Learning Progression Project Year 2 Pilot Findings: MATHEMATICS DC Briggs, F Peck, R Johnson, J Alzen | | 2015 |
Heather LearyBrigham Young UniversityVerified email at byu.edu
