| Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic L Sokal, LE Trudel, J Babb International Journal of Educational Research Open 1, 100016, 2020 | 607 | 2020 |
| Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic LJ Sokal, LG Eblie Trudel, JC Babb RedFame, 2020 | 308 | 2020 |
| Can teachers’ self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices? U Sharma, L Sokal Australasian Journal of Special Education 40 (1), 21-38, 2016 | 248 | 2016 |
| The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison U Sharma, L Sokal Journal of Research in Special Educational Needs 15 (4), 276-284, 2015 | 232 | 2015 |
| Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements DJ Schönwetter, L Sokal, M Friesen, KL Taylor International Journal for Academic Development 7 (1), 83-97, 2002 | 225 | 2002 |
| Canadian in-service teachers’ concerns, efficacy, and attitudes about inclusive teaching L Sokal, U Sharma Exceptionality Education International 23 (1), 2014 | 212 | 2014 |
| I've had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic L Sokal, LE Trudel, J Babb International Journal of Educational Research Open 2, 100023, 2021 | 149 | 2021 |
| Alternative certification teachers' attitudes toward classroom management L Sokal, DG Smith, H Mowat The High School Journal 86 (3), 8-16, 2003 | 142 | 2003 |
| Universal design for learning as a bridge to inclusion: A qualitative report of student voices. J Katz, L Sokal International journal of whole schooling 12 (2), 36-63, 2016 | 120 | 2016 |
| Good-bye, Mr. Chips: Male teacher shortages and boys’ reading achievement L Sokal, H Katz, L Chaszewski, C Wojcik Sex roles 56, 651-659, 2007 | 104 | 2007 |
| Do I really need a course to learn to teach students with disabilities? I’ve been doing it for years L Sokal, U Sharma Canadian Journal of Education/Revue canadienne de l'éducation 40 (4), 739-760, 2017 | 96 | 2017 |
| Oh, C anada: bridges and barriers to inclusion in C anadian schools L Sokal, J Katz Support for learning 30 (1), 42-54, 2015 | 95 | 2015 |
| How important is practicum to pre-service teacher development for inclusive teaching? Effects on efficacy in classroom management. L Sokal, D Woloshyn, S Funk-Unrau Alberta Journal of Educational Research 59 (2), 285-298, 2013 | 93 | 2013 |
| Measuring the use of inclusive practices among pre-service educators: A multi-national study U Sharma, L Sokal, M Wang, T Loreman Teaching and Teacher Education 107, 103506, 2021 | 90 | 2021 |
| Effects of technology and male teachers on boys' reading L Sokal, H Katz Australian Journal of Education 52 (1), 81-94, 2008 | 83 | 2008 |
| The path to education in a Canadian Aboriginal context CRM Brade, KA Duncan, L Sokal Canadian Journal of Native Education 27 (2), 2003 | 60 | 2003 |
| How to prevent teacher burnout during the coronavirus pandemic L Sokal, J Babb, LE Trudel The Conversation, 2020 | 49 | 2020 |
| Masculine literacy: One size does not fit all H Katz, L Sokal Reading Manitoba 24 (1), 4-8, 2003 | 46 | 2003 |
| Effects of the three-block model of universal design for learning on early and late middle school students’ engagement L Sokal, J Katz Middle Grades Research Journal 10 (2), 65-82, 2015 | 44 | 2015 |
| Academic achievement of diverse K-12 students in inclusive three-block model classrooms J Katz, L Sokal, A Wu International Journal of Inclusive Education 25 (12), 1391-1409, 2021 | 40 | 2021 |
