| Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system GTL Brown, K Glasswell, D Harland Assessing writing 9 (2), 105-121, 2004 | 251 | 2004 |
| Policy enactment, context and performativity: Ontological politics and researching Australian National Partnership policies P Singh, S Heimans, K Glasswell Journal of education policy 29 (6), 826-844, 2014 | 150 | 2014 |
| Teachable moments: Linking assessment and teaching in talk around writing K Glasswell Language Arts 86 (5), 352-361, 2009 | 71 | 2009 |
| Dilemmatic spaces: High-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations P Singh, M Märtsin, K Glasswell Teachers and Teaching 21 (4), 379-399, 2015 | 60 | 2015 |
| Four ways to work against yourself when conferencing with struggling writers K Glasswell, JM Parr, S McNaughton Language Arts 80 (4), 291-298, 2003 | 59 | 2003 |
| Teaching flexibly with leveled texts: More power for your reading block K Glasswell, MP Ford The Reading Teacher 64 (1), 57-60, 2010 | 58 | 2010 |
| Development of the asTTle writing assessment rubrics for scoring extended writing tasks K Glasswell, J Parr, M Aikman Unpublished technical report]. Auckland: University of Auckland, asTTle project, 2001 | 53 | 2001 |
| Reflective theory and practice in teacher education R Brandenburg, K Glasswell, M Jones, J Ryan Springer Singapore, 2017 | 52 | 2017 |
| Supporting teacher learning and informed practice in writing through assessment tools for teaching and learning JM Parr, K Glasswell, M Aikman Asia‐Pacific Journal of Teacher Education 35 (1), 69-87, 2007 | 51 | 2007 |
| Working with William: Teaching, learning, and the joint construction of a struggling writer K Glasswell, JM Parr, S McNaughton The Reading Teacher 56 (5), 494-500, 2003 | 46 | 2003 |
| Let's start leveling about leveling K Glasswell, M Ford Language Arts 88 (3), 208-216, 2011 | 45 | 2011 |
| Reflective practice in teacher professional standards: Reflection as mandatory practice K Glasswell, J Ryan Reflective theory and practice in teacher education, 3-26, 2017 | 42 | 2017 |
| Doing education policy enactment research in a minor key S Heimans, P Singh, K Glasswell Discourse: Studies in the cultural politics of education 38 (2), 185-196, 2017 | 31 | 2017 |
| Partners in design: Co-inquiry for quality teaching in disadvantaged schools K Glasswell, P Singh, S McNaughton The Australian Journal of Language and Literacy 39 (1), 20-29, 2016 | 30 | 2016 |
| Knowledge work at the boundary: Making a difference to educational disadvantage P Singh, M Märtsin, K Glasswell Learning, Culture and Social Interaction 2 (2), 102-110, 2013 | 27 | 2013 |
| The patterning of difference: Teachers and children constructing development in writing K Glasswell University of Auckland, 1999 | 23 | 1999 |
| Explorations in policy enactment: feminist thought experiments with Basil Bernstein's code theory P Singh, B Pini, K Glasswell Basil Bernstein, Code Theory, and Education, 40-57, 2020 | 22 | 2020 |
| Matthew effects in writing: The patterning of difference in writing classrooms K-7 K Glasswell Reading Research Quarterly 36 (4), 348, 2001 | 19 | 2001 |
| Literacy lessons for Logan learners: A smart education partnerships project K Glasswell, K Davis, P Singh, S McNaughton Curriculum Leadership 31 (8), 1-4, 2010 | 17 | 2010 |
| Chasing social change: Matters of concern and the mattering practice of educational research P Singh, K Glasswell International Journal of Innovation, Creativity and Change 1 (2), 162-183, 2013 | 14 | 2013 |
Parlo SinghProfessor, School of Education and Professional Studies, Griffith UniversityDirección de correo verificada de griffith.edu.au
