| Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore J Ro Teaching and Teacher Education 91, 103056, 2020 | 47 | 2020 |
| What Twitter will and will not do: Theorizing about teachers’ online professional communities V Cho, J Ro, J Littenberg-Tobias Learning Landscapes 6 (2), 45-62, 2013 | 47 | 2013 |
| Learning to teach in the era of test-based accountability: a review of research J Ro Professional development in education 45 (1), 87-101, 2019 | 25 | 2019 |
| The meaning of teacher education in an exam-oriented education system: Lessons from novice secondary teachers in Korea J Ro Asia-Pacific Journal of Teacher Education 47 (4), 399-413, 2019 | 18 | 2019 |
| A journey from the classroom to the world of educational reform: A study of three Korean teachers’ practitioner inquiry J Ro Asia Pacific Journal of Education 37 (1), 28-41, 2017 | 16 | 2017 |
| Capable teachers, mundane teaching: Korean novice teachers’ experience in a high-performing education system J Ro Pedagogy, Culture & Society 26 (4), 529-545, 2018 | 11 | 2018 |
| 교사 연구자들의 연구 경험에 대한 내러티브 탐구 노진아， 서경혜 교과교육학연구 13 (4), 669-695, 2009 | 11 | 2009 |
| Seeking the meaning of the job: Korean novice secondary teachers’ professional identity J Ro Asia pacific education review 20 (1), 135-146, 2019 | 9 | 2019 |
| Redefining the meaning of teaching in the era of (post-) performativity: the voices of Singaporean teachers J Ro Oxford Review of Education 48 (5), 642-658, 2022 | 6 | 2022 |
| On the matter of teacher quality: lessons from Singapore J Ro Journal of Curriculum Studies 53 (4), 500-515, 2021 | 6 | 2021 |
| Lost in transition: Learning to Teach in the era of test-based accountability J Ro Innovation and Accountability in Teacher Education: Setting Directions for …, 2018 | 6 | 2018 |
| 교사들의 연구경험에 대한 내러티브 연구 노진아 이화여자대학교 대학원 석사학위 논문. 미간행, 2009 | 4 | 2009 |
| 교사와 교육과정: 교육과정학의 지평 확대를 위한 담론 모색 노진아 교육과정연구 38 (4), 157-179, 2020 | 3 | 2020 |
| Using student standardized test scores to assess teacher performance: The never ending controversy J Ro Journal of Education Policy, Planning & Administration 4 (1), 108-124, 2014 | 2 | 2014 |
| Forcing quality without substance: a critical analysis of evaluating teacher education programmes in South Korea J Ro Asia Pacific Journal of Education, 1-15, 2023 | 1 | 2023 |
| Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism J Ro Journal of Curriculum Studies, 1-14, 2024 | | 2024 |
| Critical thinking in the national curriculum and teacher education in South Korea: a missing link J Ro Teachers and Teaching 29 (6), 553-570, 2023 | | 2023 |
| 정의로운 교육과정 구현은 어떻게 가능한가?:‘힘 있는 지식’(powerful knowledge) 론의 가능성과 한계를 중심으로 노진아 교육과정연구 40 (1), 55-78, 2022 | | 2022 |
| The notion of teacher quality and quality teaching: Exploring the Singaporean perspective (s) J Ro Office of Education Research, National Institute of Education, Singapore, 2020 | | 2020 |
| Beginning teachers in the United States and Korea: Learning to teach in the era of test-based accountability J Ro Boston College, 2016 | | 2016 |
Joshua Littenberg-TobiasDirector of Research & EvaluationПотвърден имейл адрес: wgbh.org
