| Fostering school connectedness online for students with diverse learning needs: Inclusive education in Australia during the COVID-19 pandemic A Page, J Charteris, J Anderson, C Boyle European Journal of Special Needs Education 36 (1), 142-156, 2021 | 147 | 2021 |
| Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry J Charteris, D Smardon Teaching and Teacher Education 50, 114-123, 2015 | 132 | 2015 |
| A typology of agency in new generation learning environments: Emerging relational, ecological and new material considerations J Charteris, D Smardon Pedagogy, Culture & Society 26 (1), 51-68, 2018 | 126 | 2018 |
| Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces J Charteris, D Smardon, E Nelson Design, Education and Pedagogy, 28-41, 2020 | 105 | 2020 |
| ‘Snapchat’, youth subjectivities and sexuality: disappearing media and the discourse of youth innocence J Charteris, S Gregory, Y Masters Gender and education 30 (2), 205-221, 2018 | 96 | 2018 |
| Dialogic peer coaching as teacher leadership for professional inquiry J Charteris, D Smardon International Journal of Mentoring and Coaching in Education 3 (2), 108-124, 2014 | 88 | 2014 |
| Uncovering ‘unwelcome truths’ through student voice: Teacher inquiry into agency and student assessment literacy J Charteris, E Thomas Teaching Education 28 (2), 162-177, 2017 | 86 | 2017 |
| The politics of student voice: Unravelling the multiple discourses articulated in schools J Charteris, D Smardon Cambridge Journal of Education 49 (1), 93-110, 2019 | 75 | 2019 |
| Snapchat'selfies': The case of disappearing data J Charteris, S Gregory, Y Masters Rhetoric and Reality: Critical perspectives on educational technology …, 2014 | 71 | 2014 |
| The emotional knots of academicity: a collective biography of academic subjectivities and spaces. S Charteris, Gannon, Mayes, Nye Higher Education Research & Development 35 (1), 31-44, 2016 | 66 | 2016 |
| Student voice in learning: Instrumentalism and tokenism or opportunity for altering the status and positioning of students? J Charteris, D Smardon Pedagogy, Culture & Society 27 (2), 305-323, 2019 | 65 | 2019 |
| Second look–second think: a fresh look at video to support dialogic feedback in peer coaching J Charteris, D Smardon Professional Development in Education 39 (2), 168-185, 2013 | 64 | 2013 |
| Including students with disabilities in innovative learning environments: a model for inclusive practices A Page, J Anderson, J Charteris International Journal of Inclusive Education 27 (14), 1696-1711, 2023 | 60 | 2023 |
| Transformative professional learning: An ecological approach to agency through critical reflection M Jones, J Charteris Reflective Practice 18 (4), 496-513, 2017 | 55 | 2017 |
| Telepresence robot use for children with chronic illness in Australian schools: a scoping review and thematic analysis A Page, J Charteris, J Berman International Journal of Social Robotics 13 (6), 1281-1293, 2021 | 53 | 2021 |
| Funds of identity in education: Acknowledging the life experiences of first year tertiary students J Charteris, E Thomas, Y Masters The Teacher Educator 53 (1), 6-20, 2018 | 52 | 2018 |
| Epistemological shudders as productive aporia: A heuristic for transformative teacher learning J Charteris International Journal of Qualitative Methods 13 (1), 104-121, 2014 | 48 | 2014 |
| Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development J Charteris Critical studies in education 57 (3), 277-295, 2016 | 46 | 2016 |
| Shifts to Learning Eco-Systems: Principals' and Teachers' Perceptions of Innovative Learning Environments. D Smardon, J Charteris, E Nelson New Zealand Journal of Teachers' Work 12 (2), 149-171, 2015 | 46 | 2015 |
| Developing, situating and evaluating effective online professional learning and development: A review of some theoretical and policy frameworks F Quinn, J Charteris, R Adlington, N Rizk, P Fletcher, V Reyes, M Parkes The australian educational researcher 46, 405-424, 2019 | 45 | 2019 |
Professor Sue GregoryHead, School of Education, University of New EnglandVerified email at une.edu.au
