| Fractions: Could they really be the gatekeeper’s doorman? JL Booth, KJ Newton Contemporary Educational Psychology 37 (4), 247-253, 2012 | 413 | 2012 |
| Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples JL Booth, KE Lange, KR Koedinger, KJ Newton Learning and Instruction 25, 24-34, 2013 | 328 | 2013 |
| An extensive analysis of preservice elementary teachers’ knowledge of fractions KJ Newton American educational research journal 45 (4), 1080-1110, 2008 | 320 | 2008 |
| The impact of fraction magnitude knowledge on algebra performance and learning JL Booth, KJ Newton, LK Twiss-Garrity Journal of Experimental Child Psychology 118, 110-118, 2014 | 209 | 2014 |
| Preservice elementary teachers' mathematics content knowledge and teacher efficacy KJ Newton, J Leonard, BR Evans, JA Eastburn School Science and Mathematics 112 (5), 289-299, 2012 | 178 | 2012 |
| The nature and development of experts’ strategy flexibility for solving equations JR Star, KJ Newton ZDM 41 (5), 557-567, 2009 | 169 | 2009 |
| Learning from comparison in algebra JR Star, C Pollack, K Durkin, B Rittle-Johnson, K Lynch, K Newton, ... Contemporary Educational Psychology 40, 41-54, 2015 | 144 | 2015 |
| Understanding the development of flexibility in struggling algebra students KJ Newton, JR Star, K Lynch Mathematical Thinking and Learning 12 (4), 282-305, 2010 | 74 | 2010 |
| Characteristics of students who benefit from high-quality mathematics instruction KK Jones, JP Byrnes Contemporary Educational Psychology 31 (3), 328-343, 2006 | 69 | 2006 |
| Student, teacher, and instructional characteristics related to students' gains in flexibility JR Star, K Newton, C Pollack, K Kokka, B Rittle-Johnson, K Durkin Contemporary Educational Psychology 41, 198-208, 2015 | 61 | 2015 |
| An examination of the ways that students with learning disabilities solve fraction computation problems KJ Newton, C Willard, C Teufel the elementary school journal 115 (1), 1-21, 2014 | 60 | 2014 |
| Mathematical flexibility: Aspects of a continuum and the role of prior knowledge KJ Newton, K Lange, JL Booth The Journal of Experimental Education 88 (4), 503-515, 2020 | 47 | 2020 |
| Informal STEM: Learning with robotics and game design in an urban context KJ Newton, J Leonard, A Buss, CG Wright, J Barnes-Johnson Journal of Research on Technology in Education 52 (2), 129-147, 2020 | 45 | 2020 |
| Instructional practices related to prospective elementary school teachers’ motivation for fractions KJ Newton Journal of Mathematics Teacher Education 12 (2), 89-109, 2009 | 44 | 2009 |
| Learning algebra from worked examples KE Lange, JL Booth, KJ Newton The Mathematics Teacher 107 (7), 534-540, 2014 | 30 | 2014 |
| Early mathematics learning in perspective: Eras and forces of change KJ Newton, PA Alexander Reconceptualizing early mathematics learning, 5-28, 2013 | 29 | 2013 |
| Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge CA Barbieri, LK Young, KJ Newton, JL Booth Child Development, 2021 | 23 | 2021 |
| Crossing the borders again: Challenges in comparing quality instruction in mathematics and reading AO Graeber, KJ Newton, MJ Chambliss Teachers College Record 114 (4), 30, 2012 | 23 | 2012 |
| Exploring the nature and impact of model teaching with worked example pairs KJ Newton, JR Star Mathematics Teacher Educator 2 (1), 86-102, 2013 | 20 | 2013 |
| Program Completion and Retention of Career Changers Pursuing Alternative Teacher Certification: Who Drops, Who Commits, and Why?. KJ Newton, E Fornaro, J Pecore Journal of the National Association for Alternative Certification 15 (1), n1, 2020 | 17 | 2020 |
