| Initial teacher education: What does it take to put equity at the center? M Cochran-Smith, F Ell, L Grudnoff, M Haigh, M Hill, L Ludlow Teaching and Teacher Education 57, 67-78, 2016 | 286 | 2016 |
| The challenge and promise of complexity theory for teacher education research M Cochran-Smith, F Ell, L Ludlow, L Grudnoff, G Aitken Teachers college record 116 (4), 1-38, 2014 | 274 | 2014 |
| Rethinking the practicum: Limitations and possibilities L Grudnoff Asia-Pacific Journal of Teacher Education 39 (3), 223-234, 2011 | 216 | 2011 |
| Educating teacher educators: International perspectives M Cochran-Smith, L Grudnoff, L Orland-Barak, K Smith The New Educator 16 (1), 5-24, 2020 | 137 | 2020 |
| Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice R Williams, L Grudnoff Reflective Practice 12 (3), 281-291, 2011 | 125 | 2011 |
| When complexity theory meets critical realism: A platform for research on initial teacher education. M Cochran-Smith, F Ell, L Grudnoff, L Ludlow, M Haigh, M Hill Teacher Education Quarterly 41 (1), 105-122, 2014 | 98 | 2014 |
| Re-envisaging and reinvigorating school–university practicum partnerships L Grudnoff, M Haigh, V Mackisack Asia-Pacific Journal of Teacher Education 45 (2), 180-193, 2017 | 84 | 2017 |
| Mapping a complex system: what influences teacher learning during initial teacher education? F Ell, M Haigh, M Cochran-Smith, L Grudnoff, L Ludlow, MF Hill Asia-Pacific journal of teacher education 45 (4), 327-345, 2017 | 77 | 2017 |
| Teaching for equity: Insights from international evidence with implications for a teacher education curriculum L Grudnoff, M Haigh, M Hill, M Cochran-Smith, F Ell, L Ludlow The Curriculum Journal 28 (3), 305-326, 2017 | 61 | 2017 |
| All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school L Grudnoff Professional Development in Education 38 (3), 471-485, 2012 | 50 | 2012 |
| The politics of responsibility: Teacher education and “persistent underachievement” in New Zealand F Ell, L Grudnoff The Educational Forum 77 (1), 73-86, 2013 | 49 | 2013 |
| Pushing boundaries: Reworking university-school practicum relationships L Grudnoff, R Williams New Zealand Journal of Educational Studies 45 (2), 33-45, 2010 | 44 | 2010 |
| Rethinking initial teacher education: Preparing teachers for schools in low socio-economic communities in New Zealand L Grudnoff, M Haigh, M Hill, M Cochran-Smith, F Ell, L Ludlow Poverty Discourses in Teacher Education, 78-94, 2019 | 41 | 2019 |
| Finding out more about teacher candidates' prior knowledge: Implications for teacher educators F Ell, M Hill, L Grudnoff Asia-Pacific Journal of Teacher Education 40 (1), 55-65, 2012 | 39 | 2012 |
| Teacher preparation to proficiency and beyond: Exploring the landscape L Ward, L Grudnoff, B Brooker, M Simpson Asia Pacific Journal of Education 33 (1), 68-80, 2013 | 37 | 2013 |
| Transforming Norwegian teacher education: The final report of the international advisory panel for primary and lower secondary teacher education M Cochran-Smith, M Alexandersson, V Ellis, L Grudnoff, K Hammerness, ... Norwegian Agency for Quality Assurance in Education NOKUT, 2020 | 35 | 2020 |
| Learning about teaching, learning while teaching, and becoming a teacher L Grudnoff, B Tuck English Teaching 2 (1), 33, 2003 | 33 | 2003 |
| Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching MF Hill, F Ell, L Grudnoff, M Haigh, M Cochran-Smith, WC Chang, ... Developing teachers’ assessment capacity, 65-84, 2019 | 32 | 2019 |
| Practise what you preach: Initial teacher education students learning about assessment MF Hill, F Ell, L Grudnoff, L Limbrick Assessment Matters 7 (90), e112, 2014 | 31 | 2014 |
| Measuring the complexity of teaching practice for equity: Development of a scenario-format scale WCC Chang, LH Ludlow, L Grudnoff, F Ell, M Haigh, M Hill, ... Teaching and Teacher Education 82, 69-85, 2019 | 20 | 2019 |
