| Teaching ‘out-of-field’as a boundary-crossing event: Factors shaping teacher identity L Hobbs International journal of science and mathematics education 11, 271-297, 2013 | 312 | 2013 |
| Successful university-school partnerships: An interpretive framework to inform partnership practice M Jones, L Hobbs, J Kenny, C Campbell, G Chittleborough, A Gilbert, ... Teaching and Teacher Education 60, 108-120, 2016 | 163 | 2016 |
| Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion L Hobbs Teaching and Teacher Education 28 (5), 718-727, 2012 | 139 | 2012 |
| Science students' perceptions of engaging pedagogy L Darby Research in Science Education 35, 425-445, 2005 | 119 | 2005 |
| Successful students–STEM program: Teacher learning through a multifaceted vision for STEM education L Hobbs, JC Clark, B Plant STEM education in the junior secondary: The state of play, 133-168, 2018 | 111 | 2018 |
| Challenges and opportunities for a STEM interdisciplinary agenda R Tytler, G Williams, L Hobbs, J Anderson Interdisciplinary mathematics education: The state of the art and beyond, 51-81, 2019 | 106 | 2019 |
| Teaching out-of-field: Factors shaping identities of secondary science and mathematics. L Hobbs Teaching Science: The Journal of the Australian Science Teachers Association …, 2012 | 106 | 2012 |
| Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood Teaching and Teacher Education 27 (5), 871-879, 2011 | 68 | 2011 |
| The usefulness of a science degree: The “lost voices” of science trained professionals S Rodrigues, R Tytler, L Darby, P Hubber, D Symington, J Edwards International Journal of Science Education 29 (11), 1411-1433, 2007 | 55 | 2007 |
| Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model R Tytler, V Prain, L Hobbs Research in Science Education 51 (Suppl 1), 269-287, 2021 | 52 | 2021 |
| Teaching out-of-field as a phenomenon and research problem L Hobbs, G Törner Examining the phenomenon of “teaching out-of-field” international …, 2019 | 51 | 2019 |
| Out-of-field teaching in science: An overlooked problem JA Luft, D Hanuscin, L Hobbs, G Törner Journal of Science Teacher Education 31 (7), 719-724, 2020 | 47 | 2020 |
| Examining the phenomenon of “teaching out-of-field”: International perspectives on teaching as a non-specialist L Hobbs, G Törner Springer, 2019 | 46 | 2019 |
| Designing professional development for teachers teaching out-of-field J Kenny, L Hobbs, R Whannell Professional Development in Education 46 (3), 500-515, 2020 | 43 | 2020 |
| Boundary crossings of out-of-field teachers: Locating learning possibilities amid disruption. L Hobbs Boundary-Spanning in Organizations: Network, Influence, and Conflict, 7-28, 2014 | 40 | 2014 |
| Teaching out-of-field: challenges for teacher education L Hobbs, R Porsch European Journal of Teacher Education 44 (5), 601-610, 2021 | 39 | 2021 |
| Science teacher education partnerships with schools (STEPS): Partnerships in science teacher education JD Kenny, L Hobbs, S Herbert, G Chittleborough, C Campbell, M Jones, ... Australian Journal of Teacher Education (Online) 39 (12), 43-65, 2014 | 39 | 2014 |
| Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education S Herbert, L Hobbs Research in Science education 48, 777-809, 2018 | 35 | 2018 |
| Narrative pedagogies in science, mathematics and technology L Hobbs, R Davis Research in Science Education 43, 1289-1305, 2013 | 34 | 2013 |
| Learning to teach science out-of-field: A spatial-temporal experience L Hobbs Journal of Science Teacher Education 31 (7), 725-745, 2020 | 29 | 2020 |
Russell TytlerProfessor of Science Education, Deakin UniversityVerified email at deakin.edu.au
