| Collaborative, reflective and iterative Japanese lesson study in an initial teacher education program: Benefits and challenges C Chassels, W Melville Canadian Journal of Education/Revue canadienne de l'éducation 32 (4), 734-763, 2009 | 232 | 2009 |
| Science teacher education in the times of the COVID-19 pandemic G Verma, T Campbell, W Melville, BY Park Journal of Science Teacher Education 31 (5), 483-490, 2020 | 111 | 2020 |
| Experience and reflection: Preservice science teachers’ capacity for teaching inquiry W Melville, X Fazio, A Bartley, D Jones Journal of Science Teacher Education 19 (5), 477-494, 2008 | 101 | 2008 |
| The problematic nature of the practicum: A key determinant of pre-service teachers’ emerging inquiry-based science practices X Fazio, W Melville, A Bartley Journal of Science Teacher Education 21, 665-681, 2010 | 94 | 2010 |
| Metaphorical duality: High school subject departments as both communities and organizations W Melville, J Wallace Teaching and teacher education 23 (7), 1193-1205, 2007 | 59 | 2007 |
| Science teacher development through collaborative action research X Fazio, W Melville Teacher Development 12 (3), 193-209, 2008 | 55 | 2008 |
| Change forces: Implementing change in a secondary school for the common good W Melville, A Bartley, M Weinburgh Canadian Journal of Educational Administration and Policy, 2012 | 51 | 2012 |
| Distributed leadership with the aim of ‘reculturing’: A departmental case study W Melville, D Jones, T Campbell School Leadership & Management 34 (3), 237-254, 2014 | 44 | 2014 |
| Constituting identities that challenge the contemporary discourse: Power, discourse, experience, and emotion W Melville, A Bartley Science Education 97 (2), 171-190, 2013 | 39 | 2013 |
| Mentoring and community: Inquiry as stance and science as inquiry W Melville, A Bartley International Journal of Science Education 32 (6), 807-828, 2010 | 37 | 2010 |
| Mandated curriculum change and a science department: A superficial language convergence? W Melville Teaching and Teacher Education 24 (5), 1185-1199, 2008 | 35 | 2008 |
| Scaffolding the inquiry continuum and the constitution of identity W Melville, A Bartley, X Fazio International Journal of Science and Mathematics Education 11, 1255-1273, 2013 | 34 | 2013 |
| Contextual opportunities for teacher professional learning: The experience of one science department W Melville, B Yaxley Eurasia Journal of Mathematics, Science and Technology Education 5 (4), 357-368, 2009 | 33 | 2009 |
| Contesting continuing professional development: Reflections from England I Hardy, W Melville Teachers and Teaching 19 (3), 311-325, 2013 | 30 | 2013 |
| Subject, relationships and identity: The role of a science department in the professional learning of a non-university science educated teacher W Melville, J Wallace Research in Science Education 37, 155-169, 2007 | 29 | 2007 |
| On the cusp of profound change: Science teacher education in and beyond the pandemic T Campbell, W Melville, G Verma, BY Park Journal of Science Teacher Education 32 (1), 1-6, 2021 | 28 | 2021 |
| Workplace as community: Perspectives on science teachers’ professional learning W Melville, J Wallace Journal of Science Teacher Education 18 (4), 543-558, 2007 | 23 | 2007 |
| Virtues, teacher professional expertise, and socioscientific issues W Melville, B Yaxley, J Wallace Canadian Journal of Environmental Education (CJEE), 95-109, 2007 | 21 | 2007 |
| Professional Learning as Policy Enactment: The Primacy of Professionalism. IJ Hardy, W Melville Education Policy Analysis Archives 27 (90), n90, 2019 | 20 | 2019 |
| Bourdieu, department chairs and the reform of science education W Melville, I Hardy, A Bartley International Journal of Science Education 33 (16), 2275-2293, 2011 | 19 | 2011 |
Todd CampbellScience Education, University of ConnecticutVerified email at uconn.edu