| Teacher learning and collaboration in innovative teams JA Meirink, J Imants, PC Meijer, N Verloop Cambridge journal of education 40 (2), 161-181, 2010 | 394 | 2010 |
| A model of teacher agency in professional development and school reform J Imants, MM Van der Wal Journal of curriculum studies 52 (1), 1-14, 2020 | 271 | 2020 |
| Teacher isolation and communication network analysis in primary schools I Bakkenes, C De Brabander, J Imants Educational Administration Quarterly 35 (2), 166-202, 1999 | 228 | 1999 |
| Experienced teachers' informal workplace learning and perceptions of workplace conditions A Hoekstra, F Korthagen, M Brekelmans, D Beijaard, J Imants Journal of workplace learning 21 (4), 276-298, 2009 | 202 | 2009 |
| Teachers’ sickness absence in primary schools, school climate and teachers’ sense of efficacy J Imants, A Zoelen School organisation 15 (1), 77-86, 1995 | 180 | 1995 |
| Teachers' and principals' sense of efficacy in elementary schools JGM Imants, CJ De Brabander Teaching and Teacher Education 12 (2), 179-195, 1996 | 171 | 1996 |
| Two basic mechanisms for organisational learning in schools J Imants European Journal of teacher education 26 (3), 293-311, 2003 | 145 | 2003 |
| Teacher learning as workplace learning J Imants, K van Veen International encyclopedia of education 7, 569-574, 2010 | 126 | 2010 |
| Training for the professional development of teachers HH Tillema, JGM Imants Professional development in education: New paradigms and practices, 135-150, 1995 | 106 | 1995 |
| Restructuring schools as a context for teacher learning J Imants International Journal of Educational Research 37 (8), 715-732, 2002 | 103 | 2002 |
| Departments as teams: Functioning, variations and alternatives B Witziers, P Sleegers, J Imants School Leadership & Management 19 (3), 293-304, 1999 | 102 | 1999 |
| Looking for cohesion: The role of search for meaning in the interaction between teacher and reform J Luttenberg, K Veen, J Imants Research papers in education 28 (3), 289-308, 2013 | 91 | 2013 |
| Designing education for professional expertise development Q Elvira, J Imants, B Dankbaar, M Segers Scandinavian Journal of Educational Research 61 (2), 187-204, 2017 | 82 | 2017 |
| Teachers’ enactments of workplace conditions and their beliefs and attitudes toward reform J Imants, T Wubbels, JD Vermunt Vocations and learning 6, 323-346, 2013 | 78 | 2013 |
| School leaders' problem framing: a sense-making approach to problem-solving processes of beginning school leaders P Sleegers, H Wassink, K Van Veen, J Imants Leadership and policy in schools 8 (2), 152-172, 2009 | 75 | 2009 |
| The tension between organisational sub-structures in secondary schools and educational reform J Imants, P Sleegers, B Witziers School leadership & management 21 (3), 289-307, 2001 | 62 | 2001 |
| Reform as ongoing positioning process: The positioning of a teacher in the context of reform J Luttenberg, J Imants, K van Veen Teachers and teaching 19 (3), 293-310, 2013 | 58 | 2013 |
| Cause maps and school leaders’ tacit knowledge H Wassink, P Sleegers, J Imants Journal of Educational Administration 41 (5), 524-546, 2003 | 42 | 2003 |
| Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education PV Meeuwen, F Huijboom, E Rusman, M Vermeulen, J Imants European journal of teacher education 43 (3), 405-427, 2020 | 41 | 2020 |
| Doing philosophy effectively: Student learning in classroom teaching N Kienstra, J Imants, M Karskens, PGM van der Heijden PLoS One 10 (9), e0137590, 2015 | 36 | 2015 |
