| # | Title | Journal | Year | Citations |
|---|
| 1 | The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education | Research in Science Education | 2018 | 4,062 |
| 2 | Beyond Consciousness? | Sociology | 2005 | 438 |
| 3 | Classroom dialogue: a systematic review across four decades of research | Cambridge Journal of Education | 2013 | 351 |
| 4 | Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi | Journal of Mathematics Teacher Education | 2005 | 334 |
| 5 | The development of two observational tools for assessing metacognition and self-regulated learning in young children | Metacognition and Learning | 2009 | 309 |
| 6 | The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis | Journal of the Learning Sciences | 2008 | 302 |
| 7 | Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education | Chemistry Education Research and Practice | 2013 | 289 |
| 8 | Becoming literate in different languages: similar problems, different solutions | Developmental Science | 2006 | 261 |
| 9 | Stress and psychological distress among trainee secondary teachers in England | Educational Psychology | 2008 | 232 |
| 10 | Neuroscience and education | British Journal of Educational Psychology | 2004 | 223 |
| 11 | Tablet use in schools: a critical review of the evidence for learning outcomes | Journal of Computer Assisted Learning | 2016 | 222 |
| 12 | The Global State of the Genetic Counseling Profession | European Journal of Human Genetics | 2019 | 215 |
| 13 | Guided Play | Current Directions in Psychological Science | 2016 | 207 |
| 14 | Student voice and the perils of popularity | Educational Review | 2006 | 199 |
| 15 | Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children | Journal of Deaf Studies and Deaf Education | 2006 | 199 |
| 16 | A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward | Educational Psychology Review | 2017 | 189 |
| 17 | Auditory processing skills and phonological representation in Dyslexic children | Dyslexia | 2004 | 187 |
| 18 | Teaching Children How to Use Language to Solve Maths Problems | Language and Education | 2006 | 180 |
| 19 | Scaffolding practices that enhance mathematics learning | Journal of Mathematics Teacher Education | 2006 | 179 |
| 20 | Why theories about developmental dyslexia require developmental designs | Trends in Cognitive Sciences | 2003 | 166 |
| 21 | The consequences of effortful emotion regulation when processing distressing material: A comparison of suppression and acceptance | Behaviour Research and Therapy | 2009 | 165 |
| 22 | Lighting and discomfort in the classroom | Journal of Environmental Psychology | 2009 | 159 |
| 23 | Dialogic teaching in the primary science classroom | Language and Education | 2009 | 155 |
| 24 | Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents | PLoS ONE | 2016 | 151 |
| 25 | Getting to the heart of authentic Assessment for Learning | Assessment in Education | 2011 | 147 |
| 26 | What would a socially just education system look like?: saving the minnows from the pike | Journal of Education Policy | 2012 | 141 |
| 27 | The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children | Metacognition and Learning | 2015 | 137 |
| 28 | Associations of economic and gender inequality with global obesity prevalence: Understanding the female excess | Social Science and Medicine | 2012 | 135 |
| 29 | Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning | Journal of Cognitive Education and Psychology | 2007 | 134 |
| 30 | Social effects of collaborative learning in primary schools | Learning and Instruction | 2010 | 133 |
| 31 | Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition | Learning and Instruction | 2012 | 133 |
| 32 | Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: A developmental study | Behavioral and Brain Functions | 2010 | 132 |
| 33 | Habitus and the psychosocial: Bourdieu with feelings | Cambridge Journal of Education | 2015 | 127 |
| 34 | Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas | Science Education | 2005 | 126 |
| 35 | Teacher development and pupil voice | Curriculum Journal | 2007 | 125 |
| 36 | Phonological processing in deaf signers and the impact of age of first language acquisition | NeuroImage | 2008 | 120 |
| 37 | Event-related potentials dissociate facilitation and interference effects in the numerical Stroop paradigm | Neuropsychologia | 2007 | 119 |
| 38 | Pedagogical approaches for technology-integrated science teaching | Computers and Education | 2007 | 118 |
| 39 | The ‘Reading the Mind in Films’ Task [Child Version]: Complex Emotion and Mental State Recognition in Children with and without Autism Spectrum Conditions | Journal of Autism and Developmental Disorders | 2008 | 117 |
| 40 | The effects of spelling consistency on phonological awareness: A comparison of English and German | Journal of Experimental Child Psychology | 2005 | 116 |
| 41 | Social mobility, a panacea for austere times: tales of emperors, frogs, and tadpoles | British Journal of Sociology of Education | 2013 | 114 |
| 42 | Teachers learning how to learn | Teaching and Teacher Education | 2009 | 113 |
| 43 | Beyond method: assessment and learning practices and values | Curriculum Journal | 2006 | 112 |
| 44 | From professional development to system change: teacher leadership and innovation | Professional Development in Education | 2012 | 111 |
| 45 | Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries | European Journal of Psychology of Education | 2013 | 111 |
| 46 | The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn | Educational Psychologist | 2013 | 110 |
| 47 | Relational matters: A review of the impact of school experience on mental health in early adolescence | | 2010 | 110 |
| 48 | Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter | Journal of the Learning Sciences | 2010 | 109 |
| 49 | 'Unruly Places' : Inner-city Comprehensives, Middle-class Imaginaries and Working-class Children | Urban Studies | 2007 | 108 |
| 50 | Developing a typology of teacher beliefs and practices concerning classroom use of ICT | Computers and Education | 2013 | 108 |
