| Weak and strong conceptions of environmental literacy: Implications for environmental education A Stables, K Bishop Environmental Education Research 7 (1), 89-97, 2001 | 268 | 2001 |
| The quest for holism in education for sustainable development A Stables, W Scott Environmental Education Research 8 (1), 53-60, 2002 | 255 | 2002 |
| Differences between pupils from mixed and single‐sex schools in their enjoyment of school subjects and in their attitudes to science and to school A Stables Educational review 42 (3), 221-230, 1990 | 215 | 1990 |
| Environmental literacy: Functional, cultural, critical. The case of the SCAA guidelines A Stables Environmental and Sustainability Education Policy, 154-163, 2018 | 146 | 2018 |
| Teachers' beliefs and practices in relation to their beliefs about questioning at key stage 2 C Sahin, K Bullock, A Stables Educational studies 28 (4), 371-384, 2002 | 139 | 2002 |
| Living and learning as semiotic engagement: A new theory of education A Stables Edwin Mellen Press, 2005 | 133 | 2005 |
| From bad to worse? Pupils' attitudes to modern foreign languages at ages 14 and 15 A Stables, F Wikeley Language Learning Journal 20 (1), 27-31, 1999 | 124 | 1999 |
| Childhood and the philosophy of education: An anti-Aristotelian perspective A Stables Continuum, 2011 | 122* | 2011 |
| Who drew the sky? Conflicting assumptions in environmental education A Stables Educational Philosophy and Theory 33 (2), 245-256, 2001 | 112 | 2001 |
| Pupils’ subject preferences at key stage 3 in South Wales D Hendley, S Stables, A Stables Educational studies 22 (2), 177-186, 1996 | 111 | 1996 |
| Edusemiotics: Semiotic Philosophy as Educational Foundation A Stables, I Semetsky Routledge, 2014 | 109 | 2014 |
| Gender differences in pupil attitudes to the national curriculum foundation subjects of English, mathematics, science and technology in Key Stage 3 in South Wales D Hendley, J Parkinson, A Stables, H Tanner Educational studies 21 (1), 85-97, 1995 | 95 | 1995 |
| Be(com)ing Human: Semiosis and the Myth of Reason A Stables Sense, 2012 | 89 | 2012 |
| Pupils’ attitudes to science in key stage 3 of the national curriculum: A study of pupils in South Wales J Parkinson, D Hendley, H Tanner, A Stables Research in Science & Technological Education 16 (2), 165-176, 1998 | 82 | 1998 |
| Reading the environment as text: Literary theory and environmental education A Stables Environmental Education Research 2 (2), 189-195, 1996 | 79 | 1996 |
| Gender Differences in Attitudes to Science for Third Year Pupils: an argument for single‐sex teaching groups in mixed schools TJ Harvey, A Stables Research in Science & Technological Education 4 (2), 163-170, 1986 | 75 | 1986 |
| Learning, identity and classroom dialogue A Stables The Journal of Educational Enquiry 4 (1), 2003 | 74 | 2003 |
| Multiculturalism and moral education: Individual positioning, dialogue and cultural practice A Stables Journal of Moral Education 34 (2), 185-197, 2005 | 71 | 2005 |
| Continuity and conflict in school design: A case study from Building Schools for the Future HM Tse, S Learoyd-Smith, A Stables, H Daniels Intelligent Buildings International 7 (2-3), 64-82, 2015 | 69 | 2015 |
| Environmental education and the discourses of humanist modernity: Redefining critical environmental literacy A Stables, W Scott Educational Philosophy and Theory 31 (2), 145-155, 1999 | 69 | 1999 |
Alin OlteanuAssociate Professor, Shanghai International Studies UniversityBestätigte E-Mail-Adresse bei ubbcluj.ro
