| Grounds for movement: green school grounds as sites for promoting physical activity JE Dyment, AC Bell Health education research 23 (6), 952-962, 2008 | 456 | 2008 |
| Green school grounds as sites for outdoor learning: Barriers and opportunities JE Dyment International Research in Geographical & Environmental Education 14 (1), 28-45, 2005 | 399 | 2005 |
| Grounds for health: the intersection of green school grounds and health‐promoting schools AC Bell, JE Dyment Environmental Education Research 14 (1), 77-90, 2008 | 286 | 2008 |
| Teacher educators' readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study JJ Downing, JE Dyment The teacher educator 48 (2), 96-109, 2013 | 281 | 2013 |
| The relationship between school ground design and intensity of physical activity JE Dyment, AC Bell, AJ Lucas Children's Geographies 7 (3), 261-276, 2009 | 280 | 2009 |
| Assessing the quality of reflection in student journals: A review of the research JE Dyment, TS O'Connell Teaching in Higher Education 16 (1), 81-97, 2011 | 277 | 2011 |
| The case of reflective journals: Is the jury still out? TS O’Connell, JE Dyment Reflective practice 12 (1), 47-59, 2011 | 197 | 2011 |
| Chronicling engagement: Students’ experience of online learning over time T Muir, N Milthorpe, C Stone, J Dyment, E Freeman, B Hopwood Distance Education 40 (2), 262-277, 2019 | 184 | 2019 |
| The quality of reflection in student journals: A review of limiting and enabling factors JE Dyment, TS O’connell Innovative Higher Education 35, 233-244, 2010 | 180 | 2010 |
| Active by design: Promoting physical activity through school ground greening JE Dyment, AC Bell Children's Geographies 5 (4), 463-477, 2007 | 148 | 2007 |
| Where do children choose to play on the school ground? The influence of green design AJ Lucas, JE Dyment Education 3–13 38 (2), 177-189, 2010 | 129 | 2010 |
| Gaining ground: The power and potential of school ground greening in the Toronto District School Board JE Dyment University Of Tasmania, 2005 | 125 | 2005 |
| ‘Our garden is colour blind, inclusive and warm’: reflections on green school grounds and social inclusion JE Dyment, AC Bell International Journal of Inclusive Education 12 (2), 169-183, 2008 | 124 | 2008 |
| What future/s for outdoor and environmental education in a world that has contended with COVID-19? J Quay, T Gray, G Thomas, S Allen-Craig, M Asfeldt, S Andkjaer, ... Journal of Outdoor and Environmental Education 23, 93-117, 2020 | 123 | 2020 |
| The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability JE Dyment, JM Davis, D Nailon, S Emery, S Getenet, N McCrea, A Hill Environmental education research 20 (5), 660-679, 2014 | 122 | 2014 |
| Reflections on using journals in higher education: A focus group discussion with faculty T O’Connell, J Dyment Assessment & evaluation in higher education 31 (6), 671-691, 2006 | 120 | 2006 |
| The impact of playground design on play choices and behaviors of pre-school children J Dyment, TS O'Connell Children's Geographies 11 (3), 263-280, 2013 | 117 | 2013 |
| Grounds for action: Promoting physical activity through school ground greening in Canada A Bell, JE Dyment Evergreen, 2006 | 109 | 2006 |
| You mean I have to teach sustainability too?: Initial teacher education students' perspectives on the sustainability cross-curriculum priority JE Dyment, A Hill Australian Journal of Teacher Education (Online) 40 (3), 21-35, 2015 | 98 | 2015 |
| Is outdoor education a discipline? Provocations and possibilities JE Dyment, TG Potter Journal of Adventure Education and Outdoor Learning 15 (3), 193-208, 2015 | 97 | 2015 |
