| When two sensory modes are better than one. S Tindall-Ford, P Chandler, J Sweller Journal of experimental psychology: Applied 3 (4), 257, 1997 | 743 | 1997 |
| Learning by imagining. G Cooper, S Tindall-Ford, P Chandler, J Sweller Journal of Experimental Psychology: Applied 7 (1), 68, 2001 | 252 | 2001 |
| Giving learning a helping hand: Finger tracing of temperature graphs on an iPad S Agostinho, S Tindall-Ford, P Ginns, SJ Howard, W Leahy, F Paas Educational Psychology Review 27 (3), 427-443, 2015 | 70 | 2015 |
| Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects S Tindall-Ford, J Sweller Instructional science 34 (4), 343-365, 2006 | 62 | 2006 |
| Adaptive diagrams: Handing control over to the learner to manage split-attention online S Agostinho, S Tindall-Ford, K Roodenrys Computers & Education 64, 52-62, 2013 | 39 | 2013 |
| Cognitive load theory and human movement: Towards an integrated model of working memory S Sepp, SJ Howard, S Tindall-Ford, S Agostinho, F Paas Educational Psychology Review, 1-25, 2019 | 33 | 2019 |
| Computer-based learning of geometry from integrated and split-attention worked examples: The power of self-management S Tindall-Ford, S Agostinho, S Bokosmaty, F Paas, P Chandler Computer 89, 99, 2015 | 23 | 2015 |
| Learning from instructor‐managed and self‐managed split‐attention materials C Gordon, S Tindall‐Ford, S Agostinho, F Paas Applied Cognitive Psychology 30 (1), 1-9, 2016 | 22 | 2016 |
| Applying cognitive psychology principles to education and training P Chandler, G Cooper, E Pollock, S Tindall-Ford Australian Association for Research in Education, retrieved April 17, 2003, 1998 | 19 | 1998 |
| Adaptive diagrams: a research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load S Agostinho, S Tindall-Ford, S Bokosmaty Handbook of human centric visualization, 529-550, 2014 | 13 | 2014 |
| School-university partnerships in Australia: A systematic literature review CA Green, SK Tindall-Ford, MJ Eady Asia-Pacific Journal of Teacher Education 48 (4), 403-435, 2020 | 11 | 2020 |
| Exploring the Australian teacher education ‘partnership’policy landscape: Four case studies S White, S Tindall-Ford, D Heck, S Ledger Educating future teachers: Innovative perspectives in professional …, 2018 | 9 | 2018 |
| Using computer-based tools to self manage cognitive load S Agostinho, S Tindall-Ford, K Roodenrys EdMedia+ Innovate Learning, 3374-3378, 2011 | 9 | 2011 |
| “Fitting into the Teaching Profession”: Supervising Teachers’ Judgements During the Practicum L Sheridan, SK Tindall-Ford Australian Journal of Teacher Education 43 (8), 4, 2018 | 8 | 2018 |
| 'Touch the screen': linking touch-based educational technology with learning-a synthesis of current research S Agostinho, P Ginns, S Tindall-Ford, MF Mavilidi, F Paas Educational technologies: Challenges, applications and learning outcomes, 33-57, 2016 | 8 | 2016 |
| Immersion programs in Australia: Exploring four models for developing ‘classroom-ready’teachers S Tindall-Ford, S Ledger, J Williams, A Ambrosetti Educating future teachers: Innovative perspectives in professional …, 2018 | 7 | 2018 |
| Middle leading and influence in two Australian schools K Lipscombe, S Tindall-Ford, P Grootenboer Educational Management Administration & Leadership 48 (6), 1063-1079, 2020 | 5 | 2020 |
| Leading a top down directive from the bottom up: A school and university partnership K Lipscombe, S Tindall-Ford, M Kirk Leading and Managing 25 (1), 29, 2019 | 4 | 2019 |
| Examining pre-service generalist primary teachers' pedagogical content knowledge for teaching music in the K-6 classroom SJ Capaldo, B Muscat, S Tindall-Ford | 4 | 2014 |
| Cognitive load theory and instructional design J Sweller, P Chandler, SK Tindall-Ford | 4 | 1997 |
