| Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators K Ma, M Chutiyami, Y Zhang, S Nicoll Education and information technologies 26 (6), 6675-6697, 2021 | 258 | 2021 |
| COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis K Ma, L Liang, M Chutiyami, S Nicoll, T Khaerudin, XV Ha Work 73 (1), 3-27, 2022 | 48 | 2022 |
| Transitioning into the first year of teaching: changes and sources of teacher self-efficacy K Ma, M Chutiyami, S Nicoll The Australian Educational Researcher 49 (5), 943-960, 2022 | 17 | 2022 |
| “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities S Woodcock, S Nicoll Psychology in the Schools 59 (4), 765-783, 2022 | 12 | 2022 |
| Leveraging social media and scholarly discussion for educator empowerment S Kolber, S Nicoll, K McGraw, N Gaube, KR Heggart Australian Journal of Teacher Education (Online) 46 (11), 37-53, 2021 | 8 | 2021 |
| Making a Difference to Professional Experience: Giving and Getting Back. S Rawling Australian Association for Research in Education (NJ1), 2012 | 3 | 2012 |
| Empowering Pre-service Teachers: Perhaps Being an Influencer Is a Good Thing? S Nicoll Empowering teachers and democratising schooling: Perspectives from Australia …, 2022 | 1 | 2022 |
| How do pre-service teachers engage students in learning during professional experience? S Nicoll Macquarie University, 2022 | 1 | 2022 |
| Edureading: teachers engaging with research online S Kolber, K Heggart, S Nicoll | 1 | 2021 |
| In the dawn of a new millennium education, globalisation, citizenship formation and questions concerning teacher accountability are notable players. Is Australia failing to … S Rawling Australian and New Zealand Comparative and International Education Society …, 2007 | | 2007 |
