| Diversity and complexity: Becoming a teacher in England in 2015–2016 C Whiting, G Whitty, I Menter, P Black, J Hordern, A Parfitt, K Reynolds, ... Review of Education 6 (1), 69-96, 2018 | 81 | 2018 |
| How is vocational knowledge recontextualised? J Hordern Journal of Vocational Education & Training 66 (1), 22-38, 2014 | 80 | 2014 |
| Bernstein’s sociology of knowledge and education (al) studies J Hordern Knowledge and the study of education: An international exploration, 191-210, 2017 | 54 | 2017 |
| Teaching, teacher formation, and specialised professional practice J Hordern European Journal of Teacher Education 38 (4), 431-444, 2015 | 52 | 2015 |
| Knowledge, practice, and the shaping of early childhood professionalism J Hordern European Early Childhood Education Research Journal 24 (4), 508-520, 2016 | 51 | 2016 |
| Does the vocational curriculum have a future? M Young, J Hordern Journal of Vocational Education & Training 74 (1), 68-88, 2022 | 46 | 2022 |
| The logic and implications of school-based teacher formation J Hordern British Journal of Educational Studies 62 (3), 231-248, 2014 | 45 | 2014 |
| Why close to practice is not enough: Neglecting practice in educational research J Hordern British Educational Research Journal 47 (6), 1451-1465, 2021 | 44 | 2021 |
| Regions and their relations: Sustaining authoritative professional knowledge J Hordern Journal of Education and Work 29 (4), 427-449, 2016 | 41 | 2016 |
| The core content framework and the ‘new science’of educational research J Hordern, C Brooks Oxford review of education 49 (6), 800-818, 2023 | 40 | 2023 |
| Conceptions of teaching and educational knowledge requirements J Hordern, MT Tatto Oxford Review of Education 44 (6), 686-701, 2018 | 40 | 2018 |
| Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England B Barrett, J Hordern Towards Powerful Educational Knowledge, 11-23, 2024 | 36 | 2024 |
| On the making and faking of knowledge value in higher education curricula J Hordern Curriculum as Contestation, 7-20, 2019 | 36 | 2019 |
| Is powerful educational knowledge possible? J Hordern Cambridge Journal of Education 48 (6), 787-802, 2018 | 35 | 2018 |
| A productive system of early years professional development J Hordern Early years 33 (2), 106-118, 2013 | 32 | 2013 |
| Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik J Hordern, J Muller, Z Deng Journal of Curriculum Studies 53 (2), 143-152, 2021 | 30 | 2021 |
| On the politics and ambition of the ‘turn’: unpacking the relations between Future 1 and Future 3 J Morgan, J Hordern, U Hoadley The Curriculum Journal 30 (2), 105-124, 2019 | 30 | 2019 |
| The configuration of teacher education as a professional field of practice: A comparative study of mathematics education MT Tatto, J Hordern Knowledge and the study of education: An international exploration, 255-274, 2017 | 30 | 2017 |
| Towards a new topography of ITT: a profile of Initial Teacher Training in England 2015-16. An Occasional Paper from the IFE No. 1 C Whiting, P Black, J Hordern, A Parfitt, K Reynolds, N Sorensen, G Whitty Bath Spa University, Institute for Education, 2016 | 30 | 2016 |
| Workforce development, higher education and productive systems J Hordern Journal of Education and Work 27 (4), 409-431, 2014 | 29 | 2014 |
