| Teacher peer support in social network sites N Kelly, A Antonio Teaching and teacher education 56, 138-149, 2016 | 330 | 2016 |
| Early career teachers' intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction N Kelly, M Cespedes, M Clarà, PA Danaher Australian Journal of Teacher Education (Online) 44 (3), 93-113, 2019 | 162 | 2019 |
| Technological pedagogical content knowledge of secondary mathematics teachers H Boris, C Campbell, M Cavanagh, P Petocz, N Kelly Contemporary Issues in Technology and Teacher Education 13 (1), 22-40, 2013 | 129 | 2013 |
| A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness N Martin, N Kelly, P Terry Australasian journal of educational technology 34 (2), 2018 | 102 | 2018 |
| Beginning teacher support in Australia: Towards an online community to augment current support N Kelly, S Reushle, S Chakrabarty, A Kinnane Australian Journal of Teacher Education (Online) 39 (4), 68-82, 2014 | 88 | 2014 |
| Early career teacher peer support through private groups in social media B Mercieca, N Kelly Asia-Pacific Journal of Teacher Education 46 (1), 61-77, 2018 | 80 | 2018 |
| Co-design for curriculum planning: A model for professional development for high school teachers N Kelly, N Wright, L Dawes, J Kerr, A Robertson Australian Journal of Teacher Education (Online) 44 (7), 84-107, 2019 | 78 | 2019 |
| An integrated approach to attracting and retaining teachers in rural and remote parts of Australia N Kelly, R Fogarty Journal of Economic & Social Policy 17 (2), 1-19, 2015 | 70 | 2015 |
| Design thinking and computational thinking: A dual process model for addressing design problems N Kelly, JS Gero Design Science 7, e8, 2021 | 61 | 2021 |
| Slipping through the cracks: teachers who miss out on early career support N Kelly, C Sim, M Ireland Asia-Pacific Journal of Teacher Education 46 (3), 292-316, 2018 | 61 | 2018 |
| Processing and visualizing data in complex learning environments K Thompson, D Ashe, L Carvalho, P Goodyear, N Kelly, M Parisio American Behavioral Scientist 57 (10), 1401-1420, 2013 | 59 | 2013 |
| Library resources and students' learning outcomes: Do all the resources have the same impact on learning? M Montenegro, P Clasing, N Kelly, C Gonzalez, M Jara, R Alarcón, ... The Journal of Academic Librarianship 42 (5), 551-556, 2016 | 55 | 2016 |
| Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer M Clará, N Kelly, T Mauri, P Danaher Asia-Pacific Journal of Teacher Education, 1-33, 2015 | 45 | 2015 |
| Networked learning for agricultural extension: a framework for analysis and two cases N Kelly, JML Bennett, A Starasts The Journal of Agricultural Education and Extension 23 (5), 399-414, 2017 | 39 | 2017 |
| Model-based knowing: How do students ground their understanding about climate systems in agent-based computer models? L Markauskaite, N Kelly, MJ Jacobson Research in Science Education 50 (1), 53-77, 2020 | 31 | 2020 |
| Integrating technology, pedagogy and content in mathematics education B Handal, C Campbell, M Cavanagh, P Petocz, N Kelly Journal of Computers in Mathematics and Science Teaching 31 (4), 387-413, 2012 | 27 | 2012 |
| Online learning networks for pre-service and early career teachers N Kelly, M Clarà, B Kehrwald, PA Danaher Springer, 2016 | 23 | 2016 |
| Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning N Kelly, K Thompson, P Yeoman Journal of Learning Analytics 2 (2), 14-43, 2015 | 22 | 2015 |
| Why become a teacher?: Exploring motivations for becoming science and mathematics teachers in Australia C Whiteford, N Kelly, L Dawes Australian Journal of Teacher Education (Online) 46 (3), 1-19, 2021 | 21 | 2021 |
| Online communities of teachers to support situational knowledge: A design-based study N Kelly, N Russell, S Kickbusch, A Barros, L Dawes, R Rasmussen Australasian Journal of Educational Technology 34 (5), 2018 | 20 | 2018 |
Marc ClaràUniversitat de LleidaVerified email at pip.udl.cat
