Thomas M. Philip

Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education

Thomas M. Philip, Mariana Souto‐Manning, Lauren Anderson et al. · Journal of Teacher Education · 2018 · 263 citations

Educational Practice, Teacher Education, Performance Studies +15

Everyday science learning and equity: Mapping the contested terrain

Thomas M. Philip, Flávio S. Azevedo · Science Education · 2017 · 202 citations

Stem Education, Science Education, Scientific Literacy +4

An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice

Thomas M. Philip · Cognition and Instruction · 2011 · 164 citations

Critical Race Theory, Education, Racial Study +22

Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

Thomas M. Philip, Megan Bang, Kara Jackson · Cognition and Instruction · 2018 · 135 citations · Full text

Educational Psychology, Metacognition, Education +23

Becoming Racially Literate About Data and Data-Literate About Race: Data Visualizations in the Classroom as a Site of Racial-Ideological Micro-Contestations

Thomas M. Philip, Maria C. Olivares-Pasillas, Janet Rocha · Cognition and Instruction · 2016 · 133 citations

Ethnicity, Engineering, Data Visualization +28