| Teaching middle years: Rethinking curriculum, pedagogy and assessment D Pendergast, K Main, N Bahr Routledge, 2020 | 169 | 2020 |
| Core features of effective continuing professional development for the middle years: A tool for reflection K Main, D Pendergast RMLE Online 38 (10), 1-18, 2015 | 90 | 2015 |
| An examination of middle school organizational structures in the United States and Australia CR Ellerbrock, K Main, KN Falbe, D Pomykal Franz Education Sciences 8 (4), 168, 2018 | 50 | 2018 |
| Effective middle school teacher teams: A ternary model of interdependency rather than a catch phrase K Main Teachers and Teaching 18 (1), 75-88, 2012 | 40 | 2012 |
| Teamwork—teach me, teach me not: A case study of three Australian preservice teachers K Main The Australian Educational Researcher 37 (3), 77-93, 2010 | 38 | 2010 |
| Building social and emotional efficacy to (re) engage young adolescents: capitalising on the ‘window of opportunity’ K Main, S Whatman International Journal of Inclusive Education 20 (10), 1054-1069, 2016 | 36 | 2016 |
| What does a ‘good’teaching team look like in a middle school classroom K Main, F Bryer 3rd international conference on cognition, language, and special education …, 2005 | 34 | 2005 |
| Teachers as drivers of their professional learning through design teams, communities, and networks S Prestridge, K Main Second handbook of information technology in primary and secondary education …, 2018 | 32 | 2018 |
| “Mind the gap”: cultural revitalisation and educational change K Main School Effectiveness and School Improvement 20 (4), 457-478, 2009 | 28 | 2009 |
| A framework for research into Australian middle school practice K Main, F Bryer The Australian Educational Researcher 34 (2), 91-105, 2007 | 25 | 2007 |
| A year long study of the formation and development of middle school teaching teams K Main Unpublished PhD thesis, Griffith University, Brisbane, 2007 | 23 | 2007 |
| Evaluating the effectiveness of a large-scale professional development programme K Main, D Pendergast Professional development in education 43 (5), 749-769, 2017 | 20 | 2017 |
| The education change model as a vehicle for reform: Shifting year 7 and implementing junior secondary in Queensland D Pendergast, K Main, G Barton, H Kanasa, D Geelan, T Dowden Australian Journal of Middle Schooling 15 (2), 4-18, 2015 | 20 | 2015 |
| Social and emotional learning in the middle grades K Main, MA O’Neil Literature reviews in support of the middle level research Agenda. A volume …, 2018 | 17 | 2018 |
| Researching the middle years K Main, F Bryer Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment …, 2005 | 16 | 2005 |
| Moving middle schooling reform from policy to practice: issues for Queensland teachers. K Main, F Bryer Issues in Educational Research 15 (2), 123-144, 2005 | 14 | 2005 |
| Stalled innovation: examining the technological, pedagogical and content knowledge of Australian university educators K Barac, S Prestridge, K Main Australian Educational Computing 32 (1), 1-17, 2017 | 13 | 2017 |
| A year long study of the formation and development of middle years’ teaching teams K Main Unpublished Doctoral Dissertation, Griffith University, Australia, 2007 | 13 | 2007 |
| Quality teaching and learning D Pendergast, K Main Teaching Middle Years, 66-80, 2020 | 12 | 2020 |
| A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers S Prestridge, LP Utami, K Main Teacher Development 25 (5), 549-566, 2021 | 11 | 2021 |
