| The psychology of education M Long, C Wood, K Littleton, T Passenger, K Sheehy Routledge, 2010 | 349 | 2010 |
| Children's engagement with educational iPad apps: Insights from a Spanish classroom N Kucirkova, D Messer, K Sheehy, CF Panadero Computers & Education 71, 175-184, 2014 | 322 | 2014 |
| SATurated models of pupildom: Assessment and inclusion/exclusion K Hall, J Collins, S Benjamin, M Nind, K Sheehy British Educational Research Journal 30 (6), 801-817, 2004 | 192 | 2004 |
| Sharing personalised stories on iPads: A close look at one parent–child interaction N Kucirkova, D Messer, K Sheehy, R Flewitt Literacy 47 (3), 115-122, 2013 | 157 | 2013 |
| What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review J Rix, K Hall, M Nind, K Sheehy, J Wearmouth Support for learning 24 (2), 86-94, 2009 | 152 | 2009 |
| Does speech rhythm sensitivity predict children's reading ability 1 year later? AJ Holliman, C Wood, K Sheehy Journal of Educational Psychology 102 (2), 356, 2010 | 149 | 2010 |
| Moments of inclusion and exclusion: Pupils negotiating classroom contexts S Benjamin, M Nind, K Hall, J Collins, K Sheehy British Journal of Sociology of Education 24 (5), 547-558, 2003 | 140 | 2003 |
| The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development AJ Holliman, C Wood, K Sheehy Educational Psychology 30 (3), 247-267, 2010 | 126 | 2010 |
| Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness AJ Holliman, C Wood, K Sheehy British Journal of Developmental Psychology 26 (3), 357-367, 2008 | 122 | 2008 |
| A Vygotskian perspective on parent–child talk during iPad story sharing N Kucirkova, K Sheehy, D Messer Journal of Research in Reading 38 (4), 428-441, 2015 | 92 | 2015 |
| Exploring provision for children identified with special educational needs: An international review of policy and practice J Rix, K Sheehy, F Fletcher-Campbell, M Crisp, A Harper European Journal of Special Needs Education 28 (4), 375-391, 2013 | 90 | 2013 |
| Methodological challenges in researching inclusive school cultures M Nind, S Benjamin, K Sheehy, J Collins, K Hall Ethics and Research in Inclusive Education, 192-204, 2014 | 89 | 2014 |
| A cross‐sectional study of prosodic sensitivity and reading difficulties AJ Holliman, C Wood, K Sheehy Journal of Research in Reading 35 (1), 32-48, 2012 | 81 | 2012 |
| Attitudes to Makaton in the ages on integration and inclusion K Sheehy, H Duffy International Journal of Special Education 24 (2), 91-102, 2009 | 80 | 2009 |
| Continuum of education provision for children with special educational needs: Review of international policies and practices J Rix, K Sheehy, F Fletcher-Campbell, M Crisp National Council for Special Education, 2013 | 78 | 2013 |
| Indonesian teachers’ epistemological beliefs and inclusive education K Sheehy, Budiyanto, H Kaye, K Rofiah Journal of Intellectual Disabilities 23 (1), 39-56, 2019 | 66 | 2019 |
| A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer … M Nind, J Wearmouth, J Collins, K Hall, J Rix, K Sheehy EPPI-Centre, Social Science Research Unit, Institute of Education, 2004 | 66 | 2004 |
| Augmented education: Bringing real and virtual learning together K Sheehy, R Ferguson, G Clough Springer, 2014 | 65 | 2014 |
| A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs J Rix, K Hall, M Nind, K Sheehy, J Wearmouth EPPI-Centre, Social Science Research Unit, University of London, 2006 | 63 | 2006 |
| Teachers' attitudes to signing for children with severe learning disabilities in Indonesia K Sheehy, Budiyanto International Journal of Inclusive Education 18 (11), 1143-1161, 2014 | 60 | 2014 |
Jonathan RixOpen University / Inland Norway University of Applied Sciences在 open.ac.uk 的电子邮件经过验证
