| Coaching in education: A professional development process in formation R Lofthouse Professional development in education 45 (1), 33-45, 2019 | 171 | 2019 |
| Coaching for teaching and learning: a practical guide for schools R Lofthouse, D Leat, C Towler Newcastle University, 2010 | 134* | 2010 |
| Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices R Lofthouse, U Thomas Professional development in education 43 (1), 36-56, 2017 | 110 | 2017 |
| Teachers’ experiences of engagement with and in educational research: What can be learned from teachers’ views? D Leat, A Reid, R Lofthouse Oxford review of education 41 (2), 270-286, 2015 | 102 | 2015 |
| An activity theory perspective on peer coaching R Lofthouse, D Leat International journal of mentoring and coaching in education 2 (1), 8-20, 2013 | 83 | 2013 |
| Improving coaching: evolution not revolution R Lofthouse, D Leat, C Towler, E Hall, C Cummings Newcastle University, 2010 | 71 | 2010 |
| Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education: The role of mentors and teacher educators RM Lofthouse International Journal of Mentoring and Coaching in Education 7 (3), 248-260, 2018 | 69 | 2018 |
| Transformation in interdisciplinary research methodology: the importance of shared experiences in landscapes of practice J Clark, K Laing, D Leat, R Lofthouse, U Thomas, L Tiplady, P Woolner International Journal of Research & Method in Education 40 (3), 243-256, 2017 | 66 | 2017 |
| Learning to Learn in Schools Phase 3 Evaluation: Year Two Report S Higgins, K Wall, V Baumfield, E Hall, D Leat, P Woolner, DM Lofthouse, ... London: Campaign for Learning. Available at: http://www. campaignforlearning …, 2006 | 62 | 2006 |
| Conceptualising teacher education for inclusion: Lessons for the professional learning of educators from transnational and cross-sector perspectives MC Beaton, S Thomson, S Cornelius, R Lofthouse, Q Kools, S Huber Sustainability 13 (4), 2167, 2021 | 56 | 2021 |
| Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool R Lofthouse, E Hall Professional development in education 40 (5), 758-778, 2014 | 52 | 2014 |
| The camera in the classroom: video-recording as a tool for professional development of student teachers R Lofthouse, P Birmingham Teacher Education Advancement Network Journal 1 (2), 2010 | 50 | 2010 |
| The road taken: professional pathways in innovative curriculum development D Leat, R Lofthouse, S Taverner Teachers and Teaching: theory and practice 12 (6), 657-674, 2006 | 48 | 2006 |
| Mentoring student teachers; a vulnerable workplace learning practice R Lofthouse, U Thomas International Journal of Mentoring and Coaching in Education 3 (3), 201-218, 2014 | 45 | 2014 |
| A new model of collaborative action research; theorising from inter-professional practice development R Lofthouse, J Flanagan, B Wigley Educational action research 24 (4), 519-534, 2016 | 34 | 2016 |
| Feedback or feed forward? supporting master's students through effective assessment to enhance future learning S Robson, D Leat, K Wall, R Lofthouse Cross-Cultural Teaching and Learning for Home and International Students, 53-68, 2012 | 34 | 2012 |
| Teacher education lesson observation as boundary crossing R Lofthouse, D Wright International journal of mentoring and coaching in education 1 (2), 89-103, 2012 | 33 | 2012 |
| Teacher coaching—connecting research and practice D Leat, R Lofthouse, A Wilcock Teaching Education 17 (4), 329-339, 2006 | 33 | 2006 |
| Teachers' views: Perspectives on research engagement D Leat, R Lofthouse, A Reid Research and teacher education: the BERA-RSA inquiry, 2014 | 31 | 2014 |
| Contextual coaching: levering and leading school improvement through collaborative professionalism T Hollweck, RM Lofthouse International journal of mentoring and coaching in education 10 (4), 399-417, 2021 | 25 | 2021 |