| Changing practices, changing education S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ... Springer Science & Business Media, 2013 | 961 | 2013 |
| Inclusive education policies: Discourses of difference, diversity and deficit I Hardy, S Woodcock International Journal of Inclusive Education 19 (2), 141-164, 2015 | 285 | 2015 |
| Ecologies of practices S Kemmis, C Edwards-Groves, J Wilkinson, I Hardy Practice, learning and change, 33-49, 2012 | 219* | 2012 |
| A logic of enumeration: The nature and effects of national literacy and numeracy testing in Australia I Hardy Journal of Education Policy 30 (3), 335-362, 2015 | 120 | 2015 |
| A logic of appropriation: Enacting national testing (NAPLAN) in Australia I Hardy Journal of education policy 29 (1), 1-18, 2014 | 118 | 2014 |
| My School? Critiquing the abstraction and quantification of education I Hardy, C Boyle Asia-Pacific Journal of Teacher Education 39 (3), 211-222, 2011 | 114 | 2011 |
| The politics of teacher professional development: Policy, research and practice I Hardy Routledge, 2012 | 112 | 2012 |
| Critiquing teacher professional development: teacher learning within the field of teachers' work I Hardy Critical Studies in Education 51 (1), 71-84, 2010 | 84 | 2010 |
| Relational architectures: Recovering solidarity and agency as living practices in education C Edwards‐Groves, R Brennan Kemmis, I Hardy, P Ponte Pedagogy, Culture & Society 18 (1), 43-54, 2010 | 74 | 2010 |
| Funding, reputation and targets: The discursive logics of high-stakes testing S Lewis, I Hardy Cambridge Journal of Education 45 (2), 245-264, 2015 | 71 | 2015 |
| Probing and problematizing teacher professional development for inclusion S Woodcock, I Hardy International Journal of Educational Research 83, 43-54, 2017 | 68 | 2017 |
| The ‘doublethink’of data: Educational performativity and the field of schooling practices I Hardy, S Lewis British Journal of Sociology of Education 38 (5), 671-685, 2017 | 67 | 2017 |
| Teacher professional development as an effect of policy and practice: A Bourdieuian analysis I Hardy, B Lingard Journal of Education Policy 23 (1), 63-80, 2008 | 65 | 2008 |
| Competing priorities in professional development: An Australian study of teacher professional development policy and practice I Hardy Asia‐Pacific Journal of Teacher Education 36 (4), 277-290, 2008 | 61 | 2008 |
| The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research I Hardy, K Rönnerman Cambridge journal of education 41 (4), 461-472, 2011 | 58 | 2011 |
| Governing teacher learning: Understanding teachers’ compliance with and critique of standardization I Hardy Journal of Education Policy 33 (1), 1-22, 2018 | 54 | 2018 |
| Tracking the topological: The effects of standardised data upon teachers’ practice S Lewis, I Hardy British Journal of Educational Studies 65 (2), 219-238, 2017 | 52 | 2017 |
| Praxis, practice and practice architectures S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ... Changing practices, changing education, 25-41, 2014 | 48 | 2014 |
| Academic architectures: Academic perceptions of teaching conditions in an Australian university I Hardy Studies in Higher Education 35 (4), 391-404, 2010 | 45 | 2010 |
| Testing that counts: Contesting national literacy assessment policy in complex schooling settings I Hardy Australian Journal of Language and Literacy, The 36 (2), 67-77, 2013 | 44 | 2013 |
