| One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform K Brezicha, U Bergmark, DL Mitra Educational administration quarterly 51 (1), 96-132, 2015 | 233 | 2015 |
| Participatory and appreciative action and reflection (PAAR)–democratizing reflective practices T Ghaye, A Melander‐Wikman, M Kisare, P Chambers, U Bergmark, ... Reflective practice 9 (4), 361-397, 2008 | 225 | 2008 |
| Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice U Bergmark, S Lundström, L Manderstedt, A Palo European Journal of Teacher Education 41 (3), 266-281, 2018 | 224 | 2018 |
| Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning U Bergmark, S Westman International Journal for Academic Development 21 (1), 28-40, 2016 | 144 | 2016 |
| Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development U Bergmark Professional Development in Education 49 (2), 210-224, 2023 | 102 | 2023 |
| Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession U Bergmark, S Westman Higher Education Research & Development 37 (7), 1352-1365, 2018 | 98 | 2018 |
| ‘Listen to me when I have something to say’: Students’ participation in research for sustainable school improvement U Bergmark, C Kostenius Improving Schools 12 (3), 249-260, 2009 | 71 | 2009 |
| Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care U Bergmark Educational Action Research 28 (3), 331-344, 2020 | 64 | 2020 |
| ‘I want people to believe in me, listen when I say something and remember me’–how students wish to be treated U Bergmark Pastoral Care in Education 26 (4), 267-279, 2008 | 63 | 2008 |
| A strengthened teaching mission in preschool: Teachers' experiences, beliefs and strategies S Westman, U Bergmark International journal of early years education 22 (1), 73-88, 2014 | 59 | 2014 |
| Appreciative student voice model–reflecting on an appreciative inquiry research method for facilitating student voice processes U Bergmark, C Kostenius Reflective practice 19 (5), 623-637, 2018 | 48 | 2018 |
| Learning within and beyond the classroom: Compulsory school students voicing their positive experiences of school Y Backman, E Alerby, U Bergmark, Å Gardelli, K Hertting, C Kostenius, ... Scandinavian Journal of Educational Research 56 (5), 555-570, 2012 | 46 | 2012 |
| How teachers and principals enact the policy of building education in Sweden on a scientific foundation and proven experience: Challenges and opportunities U Bergmark, K Hansson Scandinavian Journal of Educational Research 65 (3), 448-467, 2021 | 44 | 2021 |
| Delaktighet för lärande E Alerby, U Bergmark Skolverket, 2015 | 40 | 2015 |
| Developing an ethical school through appreciating practice? Students’ lived experience of ethical situations in school U Bergmark, E Alerby Ethics and Education 3 (1), 41-55, 2008 | 38 | 2008 |
| What can an image tell? Challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers E Alerby, U Bergmark Journal of Arts and Humanities 1 (1), 95-104, 2012 | 35 | 2012 |
| Building an ethical learning community in schools U Bergmark Luleå tekniska universitet, 2009 | 35 | 2009 |
| Uppskattningens kraft: lärande, etik och hälsa U Bergmark, C Kostenius Studentlitteratur AB, 2011 | 34 | 2011 |
| Re-considering the ontoepistemology of student engagement in higher education S Westman, U Bergmark Educational PhilosoPhy and theory 51 (8), 792-802, 2019 | 32 | 2019 |
| Improving the school environment from a student perspective: Tensions and opportunities Y Backman, E Alerby, U Bergmark, Å Gardelli, K Hertting, C Kostenius, ... Education Inquiry 3 (1), 19-35, 2012 | 28 | 2012 |
