| La formación del profesorado universitario para la implementación de la evaluación por competencias G Ion, E Cano Educación xx1 15 (2), 2012 | 183 | 2012 |
| Giving or receiving feedback: which is more beneficial to students’ learning? G Ion, A Sánchez Martí, I Agud Morell Assessment & Evaluation in Higher Education 44 (1), 124-138, 2019 | 116 | 2019 |
| Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools J Meneses, S Fàbregues, D Rodríguez-Gómez, G Ion Computers & Education 59 (3), 915-924, 2012 | 84 | 2012 |
| Written peer-feedback to enhance students’ current and future learning G Ion, A Barrera-Corominas, M Tomàs-Folch International Journal of Educational Technology in Higher Education 13, 1-11, 2016 | 77 | 2016 |
| El feedback y el feedforward en la evaluación de las competencias de estudiantes universitarios G Ion, P Silva, EC García Profesorado. Revista de Currículum y Formación de Profesorado 17 (2), 283-301, 2013 | 76 | 2013 |
| World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany? JR Malin, C Brown, G Ion, I van Ackeren, N Bremm, R Luzmore, J Flood, ... Humanities and Social Sciences Communications 7 (1), 2020 | 74 | 2020 |
| Dilemas en el gobierno de las universidades españolas: autonomía, estructura, participación y desconcentración D Castro, G Ion Revista de educación, 2011 | 62 | 2011 |
| Professionals' perceptions about the use of research in educational practice G Ion, R Iucu European Journal of Higher Education 4 (4), 334-347, 2014 | 58 | 2014 |
| Factors influencing students’ peer feedback uptake: instructional design matters C Mercader, G Ion, A Díaz-Vicario Assessment & Evaluation in Higher Education 45 (8), 1169-1180, 2020 | 57 | 2020 |
| El profesorado y su percepción sobre la igualdad de género en la universidad G Ion, MM Duran Bellonch, MD Bernabeu Tamayo Revista complutense de educación, 2013 | 56 | 2013 |
| Transitions in the manifestations of the research culture of Spanish universities G Ion, D Castro Ceacero Higher Education Research & Development 36 (2), 311-324, 2017 | 52 | 2017 |
| Analysing the organizational culture of universities: Two models MT Folch, G Ion Higher Education in Europe 34 (1), 143-154, 2009 | 49 | 2009 |
| El proceso de implementación de la evaluación por competencias en la Educación Superior. Un estudio sobre el rol de los cargos académicos G Ion, EC García Revista de Investigación en Educación 9 (2), 246-258, 2011 | 47 | 2011 |
| Enhancing self-regulated learning through using written feedback in higher education G Ion, E Cano-García, M Fernández-Ferrer International Journal of Educational Research 85, 1-10, 2017 | 46 | 2017 |
| The impact of postgraduate studies on the teachers’ practice G Ion, R Iucu European Journal of Teacher Education 39 (5), 602-615, 2016 | 46 | 2016 |
| Investigadoras con éxito en la universidad…¿ Cómo lo han logrado? M Duran-Bellonch, G Ion Educación xx1 17 (1), 39-58, 2014 | 44 | 2014 |
| Competency assessment tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education G Ion, E Cano, N Cabrera Technology, Pedagogy and Education 25 (5), 631-648, 2016 | 43 | 2016 |
| Prácticas evaluadoras en las universidades catalanas: hacia un modelo centrado en competencias E Cano, G Ion Servicio de Publicaciones de la Universidad de Navarra, 2012 | 42 | 2012 |
| Factors promoting informal and formal learning strategies among school leaders D Rodriguez-Gomez, G Ion, C Mercader, S López-Crespo Studies in continuing education 42 (2), 240-255, 2020 | 39 | 2020 |
| How can researchers facilitate the utilisation of research by policy-makers and practitioners in education? G Ion, M Stîngu, E Marin Research Papers in Education 34 (4), 483-498, 2019 | 38 | 2019 |
