| # | Title | Journal | Year | Citations |
|---|
| 1 | QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics | Race Ethnicity and Education | 2018 | 286 |
| 2 | Lost in the ‘third space’: the impact of public engagement in higher education on academic identity, research practice and career progression | European Journal of Higher Education | 2015 | 62 |
| 3 | Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education | Religions | 2018 | 55 |
| 4 | Dismantling power and privilege through reflexivity: negotiating normative Whiteness, the Eurocentric curriculum and racial micro-aggressions within the Academy | Whiteness and Education | 2018 | 53 |
| 5 | Exploring the factor structure of the Francis Psychological Type Scales among a sample of Anglican clergy in England | Mental Health, Religion and Culture | 2017 | 47 |
| 6 | Teaching inclusive religious education impartially: an English perspective | British Journal of Religious Education | 2017 | 42 |
| 7 | What works in attracting and retaining teachers in challenging schools and areas? | Oxford Review of Education | 2020 | 40 |
| 8 | Where Do All the STEM Graduates Go? Higher Education, the Labour Market and Career Trajectories in the UK | Journal of Science Education and Technology | 2019 | 36 |
| 9 | New regulation for clinical stem cell research in China: expected impact and challenges for implementation | Regenerative Medicine | 2016 | 34 |
| 10 | Parenting for social mobility? Home learning, parental warmth, class and educational outcomes | Journal of Education Policy | 2015 | 33 |
| 11 | Critical race theory in England: impact and opposition | Identities | 2020 | 32 |
| 12 | Resilience in the face of cyberbullying: an ecological perspective on young people’s experiences of online adversity | Pastoral Care in Education | 2014 | 30 |
| 13 | “They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013 | Educational Review | 2018 | 28 |
| 14 | Handling errors as they arise in whole-class interactions | Research in Mathematics Education | 2015 | 27 |
| 15 | Online collaboration and cooperation: The recurring importance of evidence, rationale and viability | Education and Information Technologies | 2017 | 26 |
| 16 | The social context of adolescent mental health and wellbeing: parents, friends and social media | Research Papers in Education | 2021 | 25 |
| 17 | Carefree conferences? Academics with caring responsibilities performing mobile academic subjectivities | Gender and Education | 2020 | 25 |
| 18 | Young people's educational aspirations: psychosocial factors and the home environment | Journal of Youth Studies | 2016 | 24 |
| 19 | Global regulatory developments for clinical stem cell research: diversification and challenges to collaborations | Regenerative Medicine | 2016 | 24 |
| 20 | The roles of visualization and symbolism in the potential and actual infinity of the limit process | Educational Studies in Mathematics | 2015 | 22 |
| 21 | The pluralization of the international: Resistance and alter-standardization in regenerative stem cell medicine | Social Studies of Science | 2016 | 22 |
| 22 | Race and vocational education and training in England | Journal of Vocational Education and Training | 2017 | 22 |
| 23 | Ticking “no religion”: A case study amongst “young nones” | Journal of the British Association for the Study of Religion | 2014 | 22 |
| 24 | Pre-service teachers undertaking classroom research: developing reflection and enquiry skills | Journal of Education for Teaching | 2014 | 21 |
| 25 | Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles | Education and Information Technologies | 2022 | 21 |
| 26 | Assessing clergy work-related psychological health: reliability and validity of the Francis Burnout Inventory | Mental Health, Religion and Culture | 2017 | 19 |
| 27 | Issues in the integration of religious education and worldviews education in an intercultural context | Intercultural Education | 2019 | 19 |
| 28 | A PhD In motion: Advancing a critical academic mobilities approach (CAMA) to researching short-term mobility schemes for doctoral students | Teaching in Higher Education | 2019 | 18 |
| 29 | Reading the Lucan call of the first disciples differently: the voices of sensing and intuition | Journal of Beliefs and Values | 2017 | 17 |
| 30 | Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor | Teaching in Higher Education | 2018 | 17 |
| 31 | Assessing the Foundational Studies on Adverse Childhood Experiences | Social Policy and Society | 2019 | 17 |
| 32 | Addiction to Self-harm? The Case of Online Postings on Self-harm Message Boards | International Journal of Mental Health and Addiction | 2019 | 17 |
| 33 | Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment | PLoS ONE | 2021 | 17 |
| 34 | An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education | Research in Post-Compulsory Education | 2015 | 16 |
| 35 | Work-Related Psychological Wellbeing: Testing the Balanced Affect Model among Anglican Clergy | Religions | 2017 | 16 |
| 36 | ‘An interesting paper but not sufficiently theoretical’: What does theorising in social research look like? | Methodological Innovations | 2018 | 16 |
| 37 | Primary homework in England: the beliefs and practices of teachers in primary schools | Education 3-13 | 2019 | 15 |
| 38 | Hidden social exclusion in Indian academia: gender, caste and conference participation | Gender and Education | 2020 | 15 |
| 39 | Why are women more religious than men? Testing the explanatory power of personality theory among undergraduate students in Wales | Mental Health, Religion and Culture | 2015 | 13 |
| 40 | Psycho-physical theatre practice as embodied learning for young people with learning disabilities | International Journal of Inclusive Education | 2015 | 13 |
| 41 | Three advantages of cross-national comparative ethnography – methodological reflections from a study of migrants and minority ethnic youth in English and Spanish schools | Ethnography and Education | 2015 | 13 |
| 42 | ‘Being professional’: RE teachers’ understandings of professionalism 1997–2014 | British Journal of Religious Education | 2016 | 13 |
| 43 | Sources of inequality in South African early child development services | South African Journal of Childhood Education | 2017 | 13 |
| 44 | Testing the Francis Burnout Inventory among Anglican clergy in England | Mental Health, Religion and Culture | 2019 | 13 |
| 45 | The interweaving of diaries and lives: diary-keeping behaviour in a diary-interview study of international students’ employability management | Qualitative Research | 2021 | 13 |
| 46 | Qur’anic education and non-confessional RE: an intercultural perspective | Intercultural Education | 2019 | 12 |
| 47 | The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children | Australian Journal of Psychology | 2021 | 12 |
| 48 | Bridging separate communities: the aspirations and experiences of minority ethnic religious education teachers in England | Journal of Beliefs and Values | 2015 | 11 |
| 49 | The Experience of Victimisation among Muslim Adolescents in the UK: The Effect of Psychological and Religious Factors | Religions | 2018 | 11 |
| 50 | The internal consistency reliability and construct validity of the Francis Scale of Attitude toward Christianity among 8- to 11-year-old students in Wales | Mental Health, Religion and Culture | 2017 | 10 |
