| Exploring informed consent and dissent through children's participation in educational research R Bourke, J Loveridge International Journal of Research & Method in Education 37 (2), 151-165, 2014 | 115 | 2014 |
| Self-assessment as a process for inclusion R Bourke, M Mentis International Journal of Inclusive Education 17 (8), 854-867, 2013 | 111 | 2013 |
| Liberating the learner through self-assessment R Bourke Cambridge Journal of Education 46 (1), 97-111, 2016 | 93 | 2016 |
| Educating teachers about a code of ethical conduct J O’Neill, R Bourke Ethics and Education 5 (2), 159-172, 2010 | 83 | 2010 |
| Self-assessment to incite learning in higher education: developing ontological awareness R Bourke Assessment & evaluation in higher education 43 (5), 827-839, 2018 | 82 | 2018 |
| An assessment framework for inclusive education: Integrating assessment approaches R Bourke, M Mentis Assessment in Education: principles, policy & practice 21 (4), 384-397, 2014 | 79 | 2014 |
| Self-assessment in professional programmes within tertiary institutions R Bourke Teaching in Higher Education 19 (8), 908-918, 2014 | 77 | 2014 |
| Beyond the official language of learning: Teachers engaging with student voice research R Bourke, J Loveridge Teaching and Teacher Education 57, 59-66, 2016 | 70 | 2016 |
| Discourses of inclusion in initial teacher education: Unravelling a New Zealand ‘number eight wire’knot J O'Neill, R Bourke, A Kearney Teaching and teacher education 25 (4), 588-593, 2009 | 60 | 2009 |
| Creating a space for student voice in an educational evaluation R Bourke, J MacDonald International Journal of Research & Method in Education 41 (2), 156-168, 2018 | 59 | 2018 |
| The challenge of change: Using activity theory to understand a cultural innovation R Bourke, A McGee Journal of Educational change 13, 217-233, 2012 | 49 | 2012 |
| Visibly learning: Teachers’ assessment practices for students with high and very high needs R Bourke, M Mentis, L Todd International Journal of Inclusive Education 15 (4), 405-419, 2011 | 44 | 2011 |
| Using student voice to challenge understandings of educational research, policy and practice R Bourke, J Loveridge Radical collegiality through student voice: Educational experience, policy …, 2018 | 39 | 2018 |
| Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment R Bourke, M Mentis, J O’Neill Cambridge Journal of Education 43 (1), 35-50, 2013 | 38 | 2013 |
| Radical collegiality through student voice R Bourke, J Loveridge Singapore: Springer, 2018 | 35 | 2018 |
| A sociocultural analysis of the ethics of involving children in educational research R Bourke, J Loveridge, J O’Neill, B Erueti, A Jamieson International Journal of Inclusive Education 21 (3), 259-271, 2017 | 32 | 2017 |
| Using the index for inclusion to develop inclusive school communities S Carrington, R Bourke, V Dharan Teaching in inclusive school communities, 341-366, 2012 | 29 | 2012 |
| Self-assessment as a lens for learning R Bourke, M Mentis The SAGE handbook of special education, 319-330, 2007 | 29 | 2007 |
| Children’s conceptions of informal and everyday learning R Bourke, J O’Neill, J Loveridge Oxford Review of Education 44 (6), 771-786, 2018 | 22 | 2018 |
| What starts to happen to assessment when teachers learn about their children’s informal learning? R Bourke, J O’Neill, J Loveridge The Australian Educational Researcher 45, 33-50, 2018 | 22 | 2018 |
