| Conceptualizing teacher professional learning VD Opfer, D Pedder Review of educational research 81 (3), 376-407, 2011 | 2862 | 2011 |
| Learning 21st-century skills requires 21st-century teaching AR Saavedra, VD Opfer Phi Delta Kappan 94 (2), 8-13, 2012 | 1252 | 2012 |
| Teaching and learning 21st century skills: Lessons from the learning sciences AR Saavedra, VD Opfer A Global Cities Education Network Report. New York, Asia Society 10, 2012, 2012 | 517 | 2012 |
| The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England VD Opfer, DG Pedder, Z Lavicza Teaching and teacher education 27 (2), 443-453, 2011 | 316 | 2011 |
| The lost promise of teacher professional development in England VD Opfer, D Pedder European journal of teacher education 34 (1), 3-24, 2011 | 274 | 2011 |
| Implementation of K–12 state standards for mathematics and English language arts and literacy VD Opfer, JH Kaufman, LE Thompson Santa Monica, CA: RAND, 2016 | 217 | 2016 |
| Benefits, status and effectiveness of continuous professional development for teachers in England VD Opfer, D Pedder The curriculum journal 21 (4), 413-431, 2010 | 155 | 2010 |
| Professional learning orientations: Patterns of dissonance and alignment between teachers’ values and practices D Pedder, VD Opfer Research Papers in Education 28 (5), 539-570, 2013 | 145 | 2013 |
| Conditions and practices associated with teacher professional development and its impact on instruction in TALIS 2013 D Opfer OECD, 2016 | 130 | 2016 |
| The influence of school orientation to learning on teachers' professional learning change VD Opfer, DJ Pedder, Z Lavicza School effectiveness and school improvement 22 (2), 193-214, 2011 | 101 | 2011 |
| The district effect: Systemic responses to high stakes accountability policies in six southern states VD Opfer, GT Henry, AJ Mashburn American Journal of Education 114 (2), 299-332, 2008 | 97 | 2008 |
| Schools and continuing professional development (CPD) in England–State of the Nation research project D Pedder, A Storey, VD Opfer Cambridge University, Open University and TDA, 2008 | 90 | 2008 |
| ‘Schools and Continuing Professional Development in England–State of the Nation’research study: policy context, aims and design D Pedder, VD Opfer, R McCormick, A Storey The Curriculum Journal 21 (4), 365-394, 2010 | 79 | 2010 |
| Are we realising the full potential of teachers' professional learning in schools in England? Policy issues and recommendations from a national study D Pedder, VD Opfer European Perspectives on Professional Development in Teacher Education, 97-114, 2016 | 78 | 2016 |
| Defining and identifying hard-to-staff schools: The role of school demographics and conditions D Opfer Educational Administration Quarterly 47 (4), 582-619, 2011 | 69 | 2011 |
| Planning and organisation of teachers' Continuous Professional Development in schools in England D Pedder, VD Opfer The curriculum journal 21 (4), 433-452, 2010 | 69 | 2010 |
| Politics of interest: Interest groups and advocacy coalitions in American education VD Opfer, TV Young, LD Fusarelli Handbook of education politics and policy, 209-230, 2008 | 56 | 2008 |
| Access to continuous professional development by teachers in England VD Opfer, D Pedder The curriculum journal 21 (4), 453-471, 2010 | 49 | 2010 |
| Changes in what teachers know and do in the Common Core era JH Kaufman, VD Opfer, M Bongard, JD Pane Santa Monica, CA: RAND, 2018 | 41* | 2018 |
| Sorting out a sense of place: School and school board relationships in the midst of school-based decision making VD Opfer, V Denmark Peabody Journal of Education 76 (2), 101-118, 2001 | 40 | 2001 |
