| Teaching during COVID-19: The decisions made in teaching L Lepp, T Aaviku, Ä Leijen, M Pedaste, K Saks Education Sciences 11 (2), 47, 2021 | 168 | 2021 |
| Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection Ä Leijen, M Pedaste, L Lepp British Journal of Educational Studies 68 (3), 295-310, 2020 | 149 | 2020 |
| Early-career academics’ learning in academic communities M Remmik, M Karm, A Haamer, L Lepp International journal for academic development 16 (3), 187-199, 2011 | 130 | 2011 |
| Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies Ä Leijen, L Lepp, M Remmik Studies in Continuing Education 38 (2), 129-144, 2016 | 93 | 2016 |
| The dynamics of professional identity of university teachers: Reflecting on the ideal university teacher A Haamer, L Lepp, E Reva Studies for the Learning Society 2 (2-3), 110, 2012 | 38 | 2012 |
| Learning and developing as a university teacher: Narratives of early career academics in Estonia M Remmik, M Karm, L Lepp European Educational Research Journal 12 (3), 330-341, 2013 | 33 | 2013 |
| Doctoral students’ research stall: Supervisors’ perceptions and intervention strategies L Lepp, M Remmik, Ä Leijen, DAJ Leijen Sage Open 6 (3), 2158244016659116, 2016 | 23 | 2016 |
| To stay or not to stay: An empirical model for predicting teacher persistence K Saks, P Hunt, Ä Leijen, L Lepp British Journal of Educational Studies 70 (6), 693-717, 2022 | 21 | 2022 |
| SUPERVISORS'CONCEPTIONS OF DOCTORAL STUDIES L Lepp, M Remmik, M Karm, Ä Leijen Trames: A Journal of the Humanities and Social Sciences 17 (4), 401, 2013 | 19 | 2013 |
| Designing and implementing an in-service training course for school teams on inclusive education: reflections from participants T Kivirand, Ä Leijen, L Lepp, T Tammemäe Education Sciences 11 (4), 166, 2021 | 18 | 2021 |
| Kaasava hariduse tähendus ja tõhusa rakendamise tegurid Eesti kontekstis: õpetajaid koolitavate või nõustavate spetsialistide vaade [The meaning of inclusive education and … T Kivirand, Ä Leijen, L Lepp, L Malva Eesti Haridusteaduste Ajakiri. Estonian J. Educ 8, 48-71, 2020 | 14 | 2020 |
| Supporting teacher agency during a collaborative inquiry-based in-service teacher education course Ä Leijen, M Pedaste, L Lepp European Journal of Teacher Education, 1-18, 2022 | 8 | 2022 |
| Enhancing schools’ development activities on inclusive education through in-service training course for school teams: a case study T Kivirand, Ä Leijen, L Lepp Frontiers in Psychology 13, 824620, 2022 | 8 | 2022 |
| Algajad õpetajad koolijuhi ja kolleegide toetusest esimestel tööaastatel M Remmik, L Lepp, I Koni Eesti Haridusteaduste Ajakiri 3 (1), 173, 2015 | 8 | 2015 |
| Supervisors’ activities in supporting PhD students in the supervisory process L Lepp, M Karm, M Remmik Higher education at the crossroad: The case of Estonia, 247-265, 2013 | 7 | 2013 |
| Undergraduate students’ views on academic dishonesty L Lepp New Trends and Issues Proceedings on Humanities and Social Sciences 3 (1), 41-51, 2017 | 6 | 2017 |
| Praktikute-õppejõudude õpetamisarusaamad rakenduskõrgkoolis E Reva, M Karm, L Lepp, M Remmik Eesti Haridusteaduste Ajakiri 2 (2), 116, 2014 | 6 | 2014 |
| Characteristics and behaviours of excellent teaching: Perceptions of military educators T Soomere, L Lepp, J Groccia, E Mansour INTED2018 Proceedings, 6736-6744, 2018 | 5 | 2018 |
| The meaning of inclusive education and factors for effective implementation in the Estonian context: a view of specialists who train or advise teachers T Kivirand, Ä Leijen, L Lepp, L Malva Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 8 (1), 48-71, 2020 | 4 | 2020 |
| Lesson recordings and analysis as part of teacher professional development programmes: what are the student teachers’ opinions? I Koni, L Lepp Educational Studies, 1-13, 2021 | 3 | 2021 |
