| Doing ethical research with children J Sargeant, D Harcourt Open University Press, 2012 | 135* | 2012 |
| Wellbeing as a process of accrual: Beyond subjectivity and beyond the moment JK Gillett-Swan, J Sargeant Social indicators research 121, 135-148, 2015 | 100 | 2015 |
| Empowering the disempowered through voice-inclusive practice: Children’s views on adult-centric educational provision J Sargeant, JK Gillett-Swan European Educational Research Journal 14 (2), 177-191, 2015 | 60 | 2015 |
| Forskningsetik i forskning som involverar barn-Etik som riskhantering och etik som forskningspraktik A Quennerstedt, D Harcourt, J Sargeant Nordic Studies in Education 34 (2), 77-93, 2014 | 54 | 2014 |
| The challenges of conducting ethical research with children D Harcourt, J Sargeant Education Inquiry 2 (3), 421-436, 2011 | 54 | 2011 |
| Assuring children’s human right to freedom of opinion and expression in education J Gillett-Swan, J Sargeant International Journal of Speech-Language Pathology 20 (1), 120-127, 2018 | 52 | 2018 |
| Voice inclusive practice, digital literacy and children's participatory rights JK Gillett‐Swan, J Sargeant Children & Society 32 (1), 38-49, 2018 | 50 | 2018 |
| Voice-inclusive practice (VIP): A charter for authentic student engagement J Sargeant, JK Gillett-Swan The International Journal of Children's Rights 27 (1), 122-139, 2019 | 38 | 2019 |
| Towards Voice‐Inclusive Practice: Finding the Sustainability of Participation in Realising the Child's Rights in Education J Sargeant Children & Society 32 (4), 314-324, 2018 | 37 | 2018 |
| Prioritising student voice:‘Tween’children's perspectives on school success J Sargeant Education 3-13 42 (2), 190-200, 2014 | 36 | 2014 |
| Perils of perspective: Identifying adult confidence in the child’s capacity, autonomy, power and agency (CAPA) in readiness for voice-inclusive practice JK Gillett-Swan, J Sargeant Journal of Educational Change 20 (3), 399-421, 2019 | 33 | 2019 |
| The altruism of pre-adolescent children’s perspectives on ‘worry’and ‘happiness’ in Australia and England J Sargeant Childhood 17 (3), 411-425, 2010 | 28 | 2010 |
| Unintentional power plays: Interpersonal contextual impacts in child-centred participatory research JK Gillett-Swan, J Sargeant Educational Research 60 (1), 1-16, 2018 | 26 | 2018 |
| Australian children: Locally secure, globally afraid? J Sargeant Children's Lifeworlds: Locating Indigenous Voices, 2008 | 15 | 2008 |
| Children being children: the value of an “importance filter” J Sargeant The Journal of Student Wellbeing 1 (1), 15-30, 2007 | 13 | 2007 |
| Adults’ perspectives on tweens’ capacities: Participation or protection? J Sargeant Children Australia 39 (1), 9-16, 2014 | 12 | 2014 |
| Migrating to the Classroom: Online Support for the 2005 Beginning Teacher Alumni of UNE TW Maxwell, H Smith, D Baxter, J Boyd, I Harrington, K Jenkins, ... Final Report for the Higher Education Innovation Program of the Education …, 2006 | 11 | 2006 |
| Literature review: Ethical and consent issues in involving children and young people in research J Sargeant, D Harcourt Australian Research Alliance for Children and Youth, 2009 | 9 | 2009 |
| A teacher is… : The use of metaphors with pre-service teachers J Berman, DB Little, L Graham, J Maurer, D Paterson, C Richmond, ... Challenging Futures: Changing Agendas in Teacher Education, 1-13, 2002 | 8 | 2002 |
| Young Children's Perspectives of their place in the world: the value of an Importance Filter J Sargeant University of New England, 2006 | 6 | 2006 |
Jenna K Gillett-SwanAssociate Professor in Education, Queensland University of TechnologyVerified email at qut.edu.au
