| A broken paradigm? What education needs to learn from evidence-based medicine L McKnight, A Morgan Journal of Education Policy 35 (5), 648-664, 2020 | 59 | 2020 |
| Seven reasons to question the hegemony of Visible Learning L McKnight, B Whitburn Discourse: Studies in the cultural politics of education 41 (1), 32-44, 2020 | 54 | 2020 |
| Meet the phallic teacher: Designing curriculum and identity in a neoliberal imaginary L McKnight The Australian Educational Researcher 43, 473-486, 2016 | 39 | 2016 |
| Swimming lessons: Learning, new materialisms, posthumanism, and post qualitative research emerge through a pool poem L McKnight Journal of Curriculum and Pedagogy 13 (3), 195-205, 2016 | 35 | 2016 |
| Electric sheep? Humans, robots, artificial intelligence, and the future of writing L McKnight Changing English 28 (4), 442-455, 2021 | 28 | 2021 |
| Whiteout: Writing collaborative online poetry as inquiry L McKnight, O Bullock, R Todd Qualitative Inquiry 23 (4), 313-315, 2017 | 25 | 2017 |
| The fetish of the lens: Persistent sexist and ableist metaphor in education research L McKnight, B Whitburn International Journal of Qualitative Studies in Education 30 (9), 821-831, 2017 | 24 | 2017 |
| Still in the LEGO (LEGOS) room: Female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia L McKnight Gender and Education 27 (7), 909-927, 2015 | 24 | 2015 |
| Since feeling is first: The art of teaching to write paragraphs L McKnight English in Education 55 (1), 37-52, 2021 | 23 | 2021 |
| A bit of a dirty word:‘feminism’and female teachers identifying as feminist L McKnight Journal of Gender Studies 27 (2), 220-230, 2018 | 20 | 2018 |
| Handling irony: forming a professional identity as and English teacher B Doecke, L McKnight, L McKnight Deakin University, 2003 | 18 | 2003 |
| Australian national summit on teaching out-of-field: Synthesis and recommendations for policy, practice and research L Hobbs, A Du Plessis, G Oates, S Caldis, L McKnight, C Vale, ... Deakin University and Griffith University, 2022 | 10 | 2022 |
| Why ‘clinical teaching’? An interdisciplinary analysis of metaphor in initial teacher preparation L McKnight, A Morgan Journal of Education for Teaching 46 (1), 87-98, 2020 | 10 | 2020 |
| Curriculum as colour and curves: A synthesis of Black theory, design and creativity realised as critical curriculum writing L McKnight Black Women Theorizing Curriculum Studies in Colour and Curves, 181-197, 2020 | 9 | 2020 |
| Meet the phallic lecturer: Early career research in a neoliberal imaginary L McKnight Gender and Education 32 (4), 505-517, 2020 | 9 | 2020 |
| Feel the love: Moving beyond representation to a more inclusive English L McKnight English in Australia 53 (2), 8-17, 2018 | 9 | 2018 |
| The invisible hand: designing curriculum in the afterward L McKnight, D Rousell, J Charteris, K Thomas, G Burke International Journal of Qualitative Studies in Education 30 (7), 635-655, 2017 | 9 | 2017 |
| Forming a Professional Identity: Conversations between English Method Students. B Doecke, L McKnight For full text: http://www. aare. edu. au/02pap/doe02121. htm., 2002 | 9 | 2002 |
| Teaching writing by formula: empowerment or exclusion? L McKnight International Journal of Inclusive Education 27 (5), 571-585, 2023 | 8 | 2023 |
| Curriculum design in the Anthropocene: Challenges to human intentionality L McKnight Curriculum challenges and opportunities in a changing world: Transnational …, 2021 | 7 | 2021 |
Dr Ben Whitburn, Associate ProfessorSouthampton Education SchoolVerified email at soton.ac.uk
