Glenda Anthony | Academic Influence

Glenda Anthony's AcademicInfluence.com Rankings

Glenda Anthony

Computer Science

#12487

World Rank

#13346

Historical Rank

Machine Learning

#5748

World Rank

#5828

Historical Rank

Artificial Intelligence

#6201

World Rank

#6299

Historical Rank

Database

#9592

World Rank

#10122

Historical Rank

computer-science Degrees

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Computer Science

Glenda Anthony's Degrees

PhD Computer Science Stanford University
Masters Computer Science University of California, Berkeley
Bachelors Computer Science University of California, Berkeley

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Why Is Glenda Anthony Influential?

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According to Wikipedia, Glenda Joy Anthony is a New Zealand mathematics teaching academic. She is currently a full professor at the Massey University. Academic career After a master's degree and a PhD 'Learning strategies in mathematics education' at Massey University, Anthony joined the staff at Massey and rose to be full professor in 2010.

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Glenda Anthony's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms (2008) (379)
Characteristics of Effective Teaching of Mathematics: A View from the West (2009) (198)
Active learning in a constructivist framework (1996) (126)
Effective Pedagogy in Mathematics / Pàngarau Best Evidence Synthesis Iteration [ BES ] (2007) (113)
Change‐of‐career secondary teachers: motivations, expectations and intentions (2008) (106)
Factors influencing first-year students' success in mathematics (2000) (98)
Prospective teachers development of adaptive expertise (2015) (73)
Effective Pedagogy in Mathematics. Educational Practices Series-19. (2009) (64)
Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students (2011) (63)
The power of the ‘object’ to influence teacher induction outcomes (2011) (45)
Mathematics Education in the Early Years: Building Bridges (2009) (41)
Supporting Prospective Teachers to Notice Students' Mathematical Thinking through Rehearsal Activities. (2015) (30)
Grouping Practices in New Zealand Mathematics Classrooms: Where Are We at and Where Should We Be? (2017) (29)
The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice (2016) (29)
The Learner’s Perspective Study (2013) (29)
Expansive learning: lessons from one teacher’s learning journey (2014) (24)
When mathematics students fail to use appropriate learning strategies (1996) (23)
Making a difference: The role of initial teacher education and induction in the preparation of secondary teachers: A summary (2008) (23)
Characteristics of effective pedagogy for mathematics education (2008) (22)
Student Voice in Mathematics Classrooms around the World (2013) (20)
Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers (2012) (19)
Policy Implementation: Integrating the Personal and the Social (2007) (19)
Creating Productive Learning Communities in the Mathematics Classroom: An International Literature Review (2008) (17)
Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching (2018) (16)
Learning the Work of Ambitious Mathematics Teaching. (2013) (16)
Challenges, Reforms, and Learning in Initial Teacher Education (2016) (14)
Narrative assessment: making mathematics learning visible in early childhood settings (2015) (11)
The professional education and development of prospective teachers of mathematics (2012) (10)
Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms. (2012) (9)
Challenging teachers’ perceptions of student capability through professional development: a telling case (2018) (9)
Zero: A "None" Number? (2004) (9)
Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms (2013) (8)
Re)thinking and (re)forming initial mathematics teacher education (2012) (7)
Whither Ability Grouping: Changing the Object of Groupwork. (2016) (7)
Shifting towards equity: challenging teacher views about student capability in mathematics (2020) (7)
Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia (2018) (6)
Teachers of mathematics : recruitment and retention, professional development and identity (2008) (5)
Stu,dents' and Lecturers' Perceptions of Factors Influencing Students' Success in First-Year Undergraduate Mathematics Courses. (1997) (5)
Scaffolding Teacher Practice to Develop Early Algebraic Reasoning (2018) (4)
Editorial Exploring and critiquing practice-based approaches in teacher education (2015) (4)
Novice teachers’ perceptions of the use of rehearsals to support their learning of ambitious mathematics teaching (2020) (4)
Learning to professionally notice students’ mathematical thinking through rehearsal activities (2015) (3)
Practice-Based Initial Teacher Education: Developing Inquiring Professionals (2018) (3)
Learning strategies in mathematics education : a thesis presented in partial fulfilment of the requirements for the degree of PhD in Mathematics Education at Massey University (1994) (2)
Expansive learning: lessons from one teacher’s learning journey (2013) (2)
The Development of Students' Use of Justification Strategies (2008) (2)
Occasioning teacher-educators’ learning through practice-based teacher education (2018) (2)
Teaching and learning fractions: Lessons from alternative example spaces (2011) (2)
Communities of Mathematical Inquiry to Support Engagement in Rich Tasks (2010) (2)
Working towards Equity in Mathematics Education: Is Differentiation the Answer?. (2019) (1)
Sensing: Supporting Student Understanding of Decimal Knowledge. (2003) (1)
Solving Linear Equations (2014) (1)
Learning Stories: Making Mathematics Learning Visible. (2014) (1)
Developing numeracy through Cognitively Guided Instruction (2002) (0)
1251: What do the Doorknobs tell us about the Mansion? A Report of a Mathematics Curriculum Change Longitudinal Investigation (1994) (0)
Enhancing Communication and Participation within Mathematical Inquiry Communities through New Zealand Sign Language (2018) (0)
A Mixed Method Investigation of the Impact of Practicum Experience on Mathematics Female Pre-Service Teachers’ Sense of Preparedness (2019) (0)
Learning mathematics together in a newly established innovative learning environment (2019) (0)
Review: Asia: Pacific Passage (1998) (0)
Preparedness to Teach: The Perspective of Saudi Female Pre-Service Mathematics Teachers. (2018) (0)
Narrative assessment: making mathematics learning visible in early childhood settings (2015) (0)
Grouping Practices in New Zealand Mathematics Classrooms: Where Are We at and Where Should We Be? (2016) (0)
Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia (2017) (0)
Reflections on the MERGA research Review 2000-2003 (2008) (0)
Book Review: Numeracy Across the Curriculum: Research Strategies for Enhancing Teaching and Learning (2019) (0)
Teacher Supply and Retention in Mathematics Education (2020) (0)
Changing Landscapes (2020) (0)
Learning approaches and study patterns of distance education students in mathematics [microform] : a thesis presented in partial fulfilment of the requirements for the degree of M. Phil. in Mathematics Education at Massey University (1991) (0)
Developing Student Voice in the Mathematics Classroom (2017) (0)
Preparedness of female mathematics preservice teachers (2019) (0)
Thoughtful practice: Taking professional development a step further (2017) (0)
Preparedness of Female Mathematics Preservice Teachers in Saudi Arabia (2019) (0)
Shifting towards equity: challenging teacher views about student capability in mathematics (2019) (0)

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Other Resources About Glenda Anthony

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