G. Daniel

Education · with Auhl · 2013–2016

A researcher in the Science corpus: 2 papers; trusts 2 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

• Education — 37 citations into it
• Clinical Psychology — 16 citations into it
• Developmental and Educational Psychology — 8 citations into it

Whom G. Daniel trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. W. Jeynes
2. B. Zimmerman
3. Nancy E. Hill
4. Sharon M. Chubbuck
5. Deborah Loewenberg Ball
6. H. Hodkinson

Papers from G. Daniel's perspective

Ordered by how strongly the researchers G. Daniel trusts endorse each paper. Same corpus, a different order for every researcher.

1. Situated Learning: Legitimate Peripheral Participation
2. The Work of Teaching and the Challenge for Teacher Education
3. Teaching at the Boundary of Acceptable Practice
4. Rethinking the Concept of Community of Practice in Relation to Schoolteachers' Workplace Learning
5. Teaching with a peer: a comparison of two models of student teaching
6. Co‐Production and Health System Reform – From Re‐Imagining To Re‐Making
7. The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher
8. Parental Involvement and Students' Academic Achievement: A Meta-Analysis
9. A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
10. Parenting and Academic Socialization as They Relate to School Readiness: The Roles of Ethnicity and Family Income.

Their papers

• Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study (2016) — 119 citations
• Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013) — 100 citations