| Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? J Perry, D Lundie, G Golder Educational Review 71 (4), 483-500, 2019 | 297 | 2019 |
| Does religious education work?: A multi-dimensional investigation JC Conroy, D Lundie, RA Davis, V Baumfield, LP Barnes, T Gallagher, ... A&C Black, 2013 | 250 | 2013 |
| Philosophies of digital pedagogy D Lewin, D Lundie Studies in Philosophy and Education 35, 235-240, 2016 | 99 | 2016 |
| The Delphi method: Gathering expert opinion in religious education VM Baumfield, JC Conroy, RA Davis, DC Lundie British journal of religious education 34 (1), 5-19, 2012 | 72 | 2012 |
| Failures of meaning in religious education JC Conroy, D Lundie, V Baumfield Journal of Beliefs & Values 33 (3), 309-323, 2012 | 71 | 2012 |
| The givenness of the human learning experience and its incompatibility with information analytics D Lundie Measuring Up in Education, 80-93, 2020 | 46 | 2020 |
| Educating global Britain: Perils and possibilities promoting ‘national’values through critical global citizenship education P Bamber, A Bullivant, A Clark, D Lundie British Journal of Educational Studies 66 (4), 433-453, 2018 | 45 | 2018 |
| Authority, autonomy and automation: The irreducibility of pedagogy to information transactions D Lundie Studies in philosophy and education 35, 279-291, 2016 | 44 | 2016 |
| ‘Does RE work?’An analysis of the aims, practices and models of effectiveness of religious education in the UK D Lundie British journal of religious education 32 (2), 163-170, 2010 | 34 | 2010 |
| ‘Respect Study’the Treatment of Religious Difference and Otherness: An ethnographic investigation in UK schools D Lundie, J Conroy Education about Religions and Worldviews, 36-52, 2018 | 25 | 2018 |
| Building a terrorist house on sand: a critical incident analysis of interprofessionality and the Prevent duty in schools in England DC Lundie Journal of Beliefs & Values 40 (3), 321-337, 2019 | 24 | 2019 |
| Teachers’ responses and expectations in the COVID-19 school shutdown period in the UK D Lundie, J Law Scottish Parliament, 2020 | 21 | 2020 |
| The right of withdrawal from religious education in England: school leaders’ beliefs, experiences and understandings of policy and practice D Lundie, C O’Siochru British Journal of Religious Education 43 (2), 161-173, 2021 | 20 | 2021 |
| A theory of motivation and ontological enhancement: The role of disability policy in student empowerment and institutional change D Lundie Educational Philosophy and Theory 41 (5), 539-552, 2009 | 20 | 2009 |
| Seeing and seeing through: Forum theatre approaches to ethnographic evidence D Lundie, JC Conroy Religion, Education and Society, 81-94, 2016 | 19 | 2016 |
| Security, Safeguarding and the Curriculum: Recommendations for effective multi-agency Preventwork in schools D Lundie CEPA, 2017 | 16 | 2017 |
| Religion, schooling, community, and security: Exploring transitions and transformations in England D Lundie Diaspora, Indigenous, and Minority Education 11 (3), 117-123, 2017 | 16 | 2017 |
| Beginning teacher agency in the enactment of fundamental British values: A multi-method case study P Bamber, A Bullivant, A Clark, D Lundie Oxford Review of Education 45 (6), 749-768, 2019 | 15 | 2019 |
| Teachers only stand behind parents and God in the eyes of Muslim pupils J Berglund Journal of Beliefs & Values 33 (3), 357-367, 2012 | 15 | 2012 |
| A bibliometric analysis of privacy and ethics in IEEE Security and Privacy J Tse, DE Schrader, D Ghosh, T Liao, D Lundie Ethics and Information Technology 17, 153-163, 2015 | 14 | 2015 |
