| Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science RS Russ, RE Scherr, D Hammer, J Mikeska Science education 92 (3), 499-525, 2008 | 529 | 2008 |
| Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards E Miller, E Manz, R Russ, D Stroupe, L Berland Journal of Research in Science Teaching 55 (7), 1053-1075, 2018 | 420 | 2018 |
| Defining sensemaking: Bringing clarity to a fragmented theoretical construct TOB Odden, RS Russ Science education 103 (1), 187-205, 2019 | 346 | 2019 |
| ACCESSING MATHEMATICS TEACHERS’IN-THE-MOMENT NOTICING MG Sherin, RS Russ Mathematics teacher noticing, 109-124, 2011 | 259 | 2011 |
| Professional Vision in Action: An Exploratory Study. MG Sherin, RS Russ, BL Sherin, A Colestock Issues in Teacher Education 17 (2), 27-46, 2008 | 213 | 2008 |
| What constitutes teacher learning RS Russ, BL Sherin, MG Sherin Handbook of research on teaching 5, 391-438, 2016 | 195 | 2016 |
| Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking RS Russ, JE Coffey, D Hammer, P Hutchison Science Education 93 (5), 875-891, 2009 | 194 | 2009 |
| Inferring teacher epistemological framing from local patterns in teacher noticing RS Russ, MJ Luna Journal of Research in science teaching 50 (3), 284-314, 2013 | 183 | 2013 |
| Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction RS Russ, VR Lee, BL Sherin Science Education 96 (4), 573-599, 2012 | 123 | 2012 |
| Epistemology of science vs. epistemology for science. RS Russ Science Education 98 (3), 2014 | 113 | 2014 |
| Teacher noticing via video: The role of interpretive frames MG Sherin, RS Russ Digital video for teacher education, 3-20, 2014 | 99 | 2014 |
| Identifying inquiry and conceptualizing students’ abilities D Hammer, R Russ, J Mikeska, R Scherr Teaching scientific inquiry, 138-156, 2008 | 97 | 2008 |
| Characterizing teacher attention to student thinking: A role for epistemological messages RS Russ Journal of Research in Science Teaching 55 (1), 94-120, 2018 | 84 | 2018 |
| Invented science: A framework for discussing a persistent problem of practice RS Russ, LK Berland Journal of the Learning Sciences 28 (3), 279-301, 2019 | 65 | 2019 |
| Dynamic framing in the communication of scientific research: Texts and interactions PR Davis, RS Russ Journal of Research in Science Teaching 52 (2), 221-252, 2015 | 53 | 2015 |
| Intertwining evidence-and model-based reasoning in physics sensemaking: An example from electrostatics RS Russ, TOB Odden Physical Review Physics Education Research 13 (2), 020105, 2017 | 44 | 2017 |
| Supporting the scientific practices through epistemologically responsive science teaching LK Berland, RS Russ, CP West Journal of Science Teacher Education 31 (3), 264-290, 2020 | 40 | 2020 |
| Sensemaking epistemic game: A model of student sensemaking processes in introductory physics TOB Odden, RS Russ Physical Review Physics Education Research 14 (2), 020122, 2018 | 40 | 2018 |
| Vexing questions that sustain sensemaking TOB Odden, RS Russ International Journal of Science Education 41 (8), 1052-1070, 2019 | 39 | 2019 |
| Images of expertise in mathematics teaching RS Russ, B Sherin, MG Sherin Expertise in mathematics instruction: An international perspective, 41-60, 2011 | 26 | 2011 |
