| Conceptions of learning F Marton, G Dall'Alba, E Beaty International journal of educational research 19, 277-300, 1993 | 2165 | 1993 |
| Unveiling professional development: A critical review of stage models G Dall’Alba, J Sandberg Review of educational research 76 (3), 383-412, 2006 | 895 | 2006 |
| Learning professional ways of being: Ambiguities of becoming G Dall’Alba Educational philosophy and theory 41 (1), 34-45, 2009 | 590 | 2009 |
| An ontological turn for higher education G Dall’Alba, R Barnacle Studies in higher education 32 (6), 679-691, 2007 | 572 | 2007 |
| Memorizing and understanding: The keys to the paradox? F Marton, G Dall'Alba, KT Lai The Chinese learner: Cultural, psychological and contextual infiuences, 69-83, 1996 | 555 | 1996 |
| Foreshadowing conceptions of teaching G Dall'Alba Higher Education Research and Development Society of Australasia (HERDSA), 1991 | 331 | 1991 |
| Being a professional: Three lenses into design thinking, acting, and being RS Adams, SR Daly, LM Mann, G Dall'Alba Design Studies 32 (6), 588-607, 2011 | 287 | 2011 |
| Returning to practice anew: A life-world perspective J Sandberg, G Dall'Alba Organization studies 30 (12), 1349-1368, 2009 | 267 | 2009 |
| Educating for competence in professional practice G Dall'Alba, J Sandberg Instructional science 24, 411-437, 1996 | 261 | 1996 |
| Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment J Bowden, G Dall’Alba, E Martin, D Laurillard, F Marton, G Masters, ... American Journal of Physics 60 (3), 262-269, 1992 | 236 | 1992 |
| Learning to be professionals G Dall’Alba Dordrecht: Springer Netherlands, 2009 | 221 | 2009 |
| Embodied knowing in online environments G Dall’Alba, R Barnacle Educational Philosophy and Theory 37 (5), 719-744, 2005 | 172 | 2005 |
| Carer and gatekeeper'–conflicting demands in nurses' experiences of telephone advisory services I Holmström, G Dall'Alba Scandinavian journal of caring sciences 16 (2), 142-148, 2002 | 169 | 2002 |
| Improving teaching: Enhancing ways of being university teachers G Dall’Alba Higher Education Research & Development 24 (4), 361-372, 2005 | 166 | 2005 |
| Understanding professional practice: Investigations before and after an educational programme G Dall'Alba* Studies in Higher Education 29 (6), 679-692, 2004 | 152 | 2004 |
| Students’ experience of peer assessment in a professional course TT Vu, G Dall’Alba Assessment & Evaluation in Higher Education 32 (5), 541-556, 2007 | 147 | 2007 |
| Reflections on some faces of phenomenography G Dall’Alba Phenomenography 4, 83-101, 2000 | 128 | 2000 |
| Authentic assessment for student learning: An ontological conceptualisation TT Vu, G Dall’Alba Educational Philosophy and Theory 46 (7), 778-791, 2014 | 116 | 2014 |
| Committed to learn: Student engagement and care in higher education R Barnacle, G Dall’Alba Higher Education Research & Development 36 (7), 1326-1338, 2017 | 114 | 2017 |
| The paradox of the Chinese learner F Marton, GA Dall'Alba, KT Lai RMIT, ERADU, Educational Research and Development, 1993 | 113 | 1993 |
Jörgen SandbergProfessor of Management and Organization, UQ Business School, and Warwick Business School, UK在 business.uq.edu.au 的电子邮件经过验证
