I. Horn

I. Horn, Samantha A. Marshall, Katherine Schneeberger McGugan, 2023, Teaching and Teacher Education : An International Journal of Research and Studies.

Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines

I. Horn, N. Ehrenfeld, 2020, Educational Studies in Mathematics.

Supporting the Development of Pedagogical Judgment

I. Horn, 2019 .

What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations

I. Horn, B. Kane, 2019, Teachers College Record: The Voice of Scholarship in Education.

Re-mediating knowledge infrastructures: a site for innovation in teacher education

T. Philip, I. Horn, S. Jurow, 2018, Journal of Education for Teaching.

Teachers interpreting data for instructional decisions: where does equity come in?

I. Horn, Brette Garner, Jennifer Thorne, 2017 .

A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations

Britnie Delinger Kane, Ilana Seidel Horn, Brette Garner, 2017 .

Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education

Manka M. Varghese, T. Philip, J. Stillman, 2018, Journal of Teacher Education.

Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era

I. Horn, 2018 .

Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise

Britnie Delinger Kane, Ilana Seidel Horn, I. Horn, 2015 .

Judith Warren Little Professional Learning in Teachers ’ Workplace Interactions Attending to Problems of Practice : Routines and Resources for

I. Horn, 2010 .

Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds

I. Horn, 2008 .

Strength in Numbers: Collaborative Learning in Secondary Mathematics

Ilana Seidel Horn, I. Horn, 2012 .

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers' Conversations

I. Horn, 2007 .

Teacher Learning of Ambitious and Equitable Mathematics Instruction

I. Horn, Brette Garner, 2022 .

Accountable Argumentation as a Participant Structure To Support Learning through Disagreement.

I. Horn, 1999 .

Teaching as a Profession: United States

I. Horn, 2015 .

Teacher Learning, Professional Community, and Accountability in the Context of High School Reform.

J. Little, I. Horn, Lora Bartlett, 2000 .

Engaging Teacher Identities in Teacher Education: Shifting Notions of the “Good Teacher” to Broaden Teachers’ Learning

S. B. Nolen, I. Horn, Grace A. Chen, 2018 .

Teaching as Problem Solving

Ilana Seidel Horn, I. Horn, 2013 .

Designs for Simultaneous Renewal in University- Public School Partnerships: Hitting the "Sweet Spot"

Reed Stevens, Ilana Seidel Horn, Amit Saxena, 2012 .

Methods for taking a situative approach to studying the development of motivation, identity, and learning in multiple social contexts

S. B. Nolen, I. Horn, Christopher J. Ward, 2012 .

Teachers' Learning about Equitable Practice through Talk with Colleagues

E. V. Es, V. Hand, Irene h. Yoon, 2014, ICLS.

‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility

I. Horn, Grace A. Chen, Samantha A. Marshall, 2020, Pedagogy, Culture & Society.

The Inherent Interdependence of Teachers

I. Horn, 2008 .

Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks

K. Frank, I. Horn, I. Chen, 2020 .