| Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers S Bubb, MA Jones Improving schools 23 (3), 209-222, 2020 | 471 | 2020 |
| Leading & Managing Continuing Professional Development: Developing People, Developing Schools P Earley, S Bubb Sage, 2007 | 280 | 2007 |
| Leading & managing continuing professional development: Developing people, developing schools S Bubb, P Earley Sage, 2007 | 262 | 2007 |
| Managing teacher workload: Work-life balance and wellbeing S Bubb, P Earley Sage, 2004 | 194 | 2004 |
| Helping staff develop in schools S Bubb Sage, 2010 | 113 | 2010 |
| Leading staff development for school improvement S Bubb, P Earley School leadership and management 29 (1), 23-37, 2009 | 105 | 2009 |
| Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified teachers M Totterdell, S Bubb, R Heilbronn Stationery Office, 2002 | 94 | 2002 |
| The use of training days: Finding time for teachers’ professional development S Bubb, P Earley Educational Research 55 (3), 236-248, 2013 | 78 | 2013 |
| A day in the life of new headteachers: Learning from observation P Earley, S Bubb Educational Management Administration & Leadership 41 (6), 782-799, 2013 | 72 | 2013 |
| Induction rites and wrongs: the ‘educational vandalism’of new teachers’ professional development S Bubb, P Earley Journal of in-service education 32 (1), 5-12, 2006 | 71 | 2006 |
| Helping teachers develop S Bubb Helping Teachers Develop, 1-144, 2005 | 68 | 2005 |
| School-based induction tutors: A challenging role R Heilbronn, C Jones, S Bubb, M Totterdell School Leadership & Management 22 (4), 371-387, 2002 | 67 | 2002 |
| Experiences of new headteachers in cities P Earley, R Nelson, R Higham, S Bubb, V Porritt, M Coates Nottingham: NCSL, 2011 | 54 | 2011 |
| From self-evaluation to school improvement: The importance of effective staff development S Bubb, P Earley CfBT Education Trust, 2008 | 49 | 2008 |
| The insider's guide to early professional development: Succeed in your first five years as a teacher S Bubb Routledge, 2004 | 47 | 2004 |
| The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A … M Totterdell, S Bubb, L Woodroffe, K Hanrahan Research evidence in education library, 2004 | 47 | 2004 |
| Accountability and responsibility:‘rogue’school leaders and the induction of new teachers in England S Bubb*, P Earley, M Totterdell Oxford review of education 31 (2), 255-272, 2005 | 44 | 2005 |
| Improving induction: Research based best practice for schools M Bailey, S Bubb, R Heilbronn, C Jones, M Totterdell Routledge, 2003 | 44 | 2003 |
| Teacher feedback in the reception class: associations with children's positive adjustment to school A Burrell, S Bubb Education 3-13 28 (3), 58-64, 2000 | 44 | 2000 |
| Student voice to improve schools: Perspectives from students, teachers and leaders in ‘perfect’conditions MA Jones, S Bubb Improving Schools 24 (3), 233-244, 2021 | 42 | 2021 |
