| Development of English language teaching reflection inventory R Akbari, F Behzadpoor, B Dadvand System 38 (2), 211-227, 2010 | 329 | 2010 |
| Re-conceptualising youth participation: A framework to inform action H Cahill, B Dadvand Children and Youth Services Review 95, 243-253, 2018 | 181 | 2018 |
| Does formal teacher education make a difference? A comparison of pedagogical thought units of BA versus MA teachers R Akbari, B Dadvand The modern language journal 95 (1), 44-60, 2011 | 79 | 2011 |
| Pedagogies of care in performative schools B Dadvand, H Cuervo Discourse: Studies in the cultural politics of education 41 (1), 139-152, 2020 | 47 | 2020 |
| An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education H Cahill, M Kern, B Dadvand, EW Cruickshank, M Midford, C Smith, ... International Journal of Emotional Education 11 (1), 135-152, 2019 | 45 | 2019 |
| Triadic labour in teaching for the prevention of gender-based violence H Cahill, B Dadvand Gender and Education, 2020 | 34 | 2020 |
| Pedagogical knowledge base: A conceptual framework for teacher admission R Akbari, B Dadvand System 42, 12-22, 2014 | 34 | 2014 |
| Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective B Dadvand, F Behzadpoor London Review of Education 18 (1), 107-125, 2020 | 32 | 2020 |
| Pedagogies of performative care and school belonging: lessons from an Australian school B Dadvand, H Cuervo British Journal of Sociology of Education 40 (3), 378-392, 2019 | 28 | 2019 |
| Teaching for democracy: Towards an ecological understanding of pre-service teachers' beliefs B Dadvand Australian Journal of Teacher Education (Online) 40 (2), 77-93, 2015 | 26 | 2015 |
| Social and emotional learning and resilience education H Cahill, B Dadvand Health and Education Interdependence: Thriving from Birth to Adulthood, 205-223, 2020 | 22 | 2020 |
| Multicultural Youth Australia Census status report 2017/18 J Wyn, R Khan, B Dadvand Youth Research Centre, University of Melbourne, Melbourne, Victoria, 2018 | 17 | 2018 |
| Natural disasters and pandemics: Supporting student and teacher wellbeing post emergency H Cahill, B Dadvand, K Shlezinger, K Romei, A Farrelly Youth Research Centre, 2020 | 14 | 2020 |
| Strategies for supporting student and teacher wellbeing post-emergency H Cahill, B Dadvand, K Shlezinger, K Romei, A Farrelly RicercAzione: Journal on Learning, Research and Innovation in Education 12 …, 2020 | 14 | 2020 |
| Civics and Citizenship Education in Australia: The Importance of a Social Justice Agenda B Dadvand The Palgrave Handbook of Citizenship and Education, 1-13, 2018 | 13 | 2018 |
| The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education A Molina, H Cahill, B Dadvand The Australian Educational Researcher 49 (1), 63-79, 2022 | 11 | 2022 |
| Research-informed approaches to supporting student wellbeing post-disaster H Cahill, K Shlezinger, K Romei, B Dadvand Youth Research Centre, Melbourne Graduate School of Education, The …, 2020 | 11 | 2020 |
| Structures for care and silenced topics: accomplishing gender-based violence prevention education in a primary school B Dadvand, H Cahill Pedagogy, Culture and Society, 2020 | 10 | 2020 |
| Transformative methods in teacher education about gender-based violence H Cahill, B Dadvand Pedagogy, Culture & Society 30 (3), 311-327, 2022 | 9 | 2022 |
| Engaging with difficult knowledge in teaching in post-truth era: From theory to practice within diverse disciplinary areas B Dadvand, H Cahill, M Zembylas Pedagogy, Culture & Society 30 (3), 285-293, 2022 | 9 | 2022 |
Hernan CuervoUniversity of MelbourneVerified email at unimelb.edu.au
