| Opportunities to develop adaptive teaching expertise during supervisory conferences E Soslau Teaching and Teacher Education 28 (5), 768-779, 2012 | 136 | 2012 |
| Urban service-learning: An authentic teaching strategy to deliver a standards-driven curriculum EG Soslau, DS Yost Journal of Experiential Education 30 (1), 36-53, 2007 | 97 | 2007 |
| The promises and realities of implementing a coteaching model of student teaching E Soslau, J Gallo-Fox, K Scantlebury Journal of Teacher Education 70 (3), 265-279, 2019 | 82 | 2019 |
| Dialogic Education for and from Authorial Agency. E Matusov, M Smith, E Soslau, A Marjanovic-Shane, K Von Duyke Dialogic Pedagogy 4, 2016 | 45 | 2016 |
| Coteachers’ huddles: Developing adaptive teaching expertise during student teaching E Soslau, S Kotch-Jester, K Scantlebury, S Gleason Teaching and Teacher Education 73, 99-108, 2018 | 41 | 2018 |
| Development of a post-lesson observation conferencing protocol: Situated in theory, research, and practice E Soslau Teaching and teacher education 49, 22-35, 2015 | 40 | 2015 |
| Problems in Student Teaching. E Soslau, J Raths Journal of Teaching and Learning 11 (1), 20-28, 2017 | 27 | 2017 |
| Teacher candidates speak out: Exploring concerns related to pupil learning and efficacy when learning to teach S Derosier, E Soslau Education 134 (4), 488-496, 2014 | 27 | 2014 |
| The challenges of supporting equity literacy skill development in White teacher candidates: A self-study of two White field instructors E Soslau, N Bell Studying Teacher Education 14 (2), 156-173, 2018 | 16 | 2018 |
| The student teaching equity project: Exploring teacher candidates’ knowledge, skills, and beliefs N Bell, E Soslau, C Wilson Journal of Teacher Education 73 (1), 23-36, 2022 | 14 | 2022 |
| Exploring intersubjectivity between student teachers and field instructors in student teaching conferences EG Soslau Cogent Education 2 (1), 1045219, 2015 | 14 | 2015 |
| EXAMINING THE INSTRUCTIONAL DESIGN OF INTERACTIVE AND COLLABORATIVE LEARNING OPPORTUNITIES. R Karchmer-Klein, E Soslau, J Sutton Journal of Teacher Action Research 6 (1), 2019 | 13 | 2019 |
| Student-teachers’ emotional needs and dichotomous problem-solving: non-cognitive root causes of teaching and learning problems E Soslau Educational action research 24 (4), 479-502, 2016 | 12 | 2016 |
| The dangerous message teacher candidates infer:“If the edTPA does not assess it, I don’t have to do it.” E Soslau, S Kotch-Jester, A Jorlin Teachers College Record, 2015 | 10 | 2015 |
| Leveraging data sampling and practical knowledge: field instructors’ perceptions about inter-rater reliability data E Soslau, K Lewis Action in Teacher Education 36 (1), 20-44, 2014 | 7 | 2014 |
| “I want them to feel heard. I want their voices to be agents of change”: Exploring a Community-Engaged Partnership Focused on Critical Service-Learning E Soslau, S Gartland Journal of Community Engagement and Scholarship 13 (2), 2022 | 6 | 2022 |
| Striving towards an ideal: coevaluation of student coteaching experiences A Drewes, E Soslau, K Scantlebury Journal of Education for Teaching 47 (1), 60-74, 2021 | 6 | 2021 |
| Dialogic education for and from authorial agency. Dialogic Pedagogy: An International Online Journal, 4, 162-197 E Matusov, M Smith, E Soslau, A Marjanovic-Shane, K Von Duyke | 6 | 2016 |
| The Comprehensive Guide to working with student teachers: Tools and templates to support reflective professional growth E Soslau, M Alexander Teachers College Press, 2021 | 5 | 2021 |
| Review Essay: A structuralist approach to argumentation in education E Matusov, E Soslau Culture & Psychology 16 (4), 549-557, 2010 | 5 | 2010 |