| Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university N Winstone, K Balloo, K Gravett, D Jacobs, H Keen Active Learning in Higher Education 23 (2), 81-96, 2022 | 91 | 2022 |
| Undergraduates’ personal circumstances, expectations and reasons for attending university K Balloo, R Pauli, M Worrell Studies in Higher Education 42 (8), 1373-1384, 2017 | 90 | 2017 |
| Discipline-specific feedback literacies: A framework for curriculum design NE Winstone, K Balloo, D Carless Higher Education 83, 57–77, 2022 | 85 | 2022 |
| Transparency isn't spoon-feeding: how a transformative approach to the use of explicit assessment criteria can support student self-regulation K Balloo, C Evans, A Hughes, X Zhu, N Winstone Frontiers in Education 3, 69, 2018 | 66 | 2018 |
| The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review K Gravett, IM Kinchin, NE Winstone, K Balloo, M Heron, A Hosein, ... Assessment & Evaluation in Higher Education 45 (5), 651-665, 2020 | 53 | 2020 |
| Individual differences in psychology undergraduates’ development of research methods knowledge and skills K Balloo, R Pauli, M Worrell Procedia-Social and Behavioral Sciences 217, 790-800, 2016 | 38 | 2016 |
| In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis K Balloo Studies in Higher Education 43 (12), 2251-2262, 2018 | 33 | 2018 |
| Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills M Murtonen, K Balloo Palgrave Macmillan, 2019 | 31 | 2019 |
| Effectiveness of the Super Skills for Life programme in enhancing the emotional wellbeing of children and adolescents in residential care institutions in a low-and middle … K Ramdhonee-Dowlot, K Balloo, CA Essau Journal of Affective Disorders 278, 327-338, 2021 | 27 | 2021 |
| The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments C Derham, K Balloo, N Winstone Assessment & Evaluation in Higher Education 47 (6), 896-909, 2022 | 23 | 2022 |
| Students’ difficulties during research methods training acting as potential barriers to their development of scientific thinking K Balloo Redefining scientific thinking for higher education: Higher-order thinking …, 2019 | 18 | 2019 |
| Conceptions of research methods learning among psychology undergraduates: a Q methodology study K Balloo, R Pauli, M Worrell Cognition and Instruction 36 (4), 279-296, 2018 | 16 | 2018 |
| Differences in mental health inequalities based on university attendance: Intersectional multilevel analyses of individual heterogeneity and discriminatory accuracy K Balloo, A Hosein, N Byrom, CA Essau SSM-population health 19, 101149, 2022 | 15 | 2022 |
| Maximising Student Success through the Development of Self-Regulation C Evans, X Zhu, N Winstone, K Balloo, A Hughes, C Bright Addressing Barriers to Student Success, Office for Students’ Final Report …, 2019 | 15* | 2019 |
| ‘I’m not sure where home is’: narratives of student mobilities into and through higher education K Balloo, K Gravett, G Erskine British Journal of Sociology of Education 42 (7), 1022-1036, 2021 | 13 | 2021 |
| Exploring Disciplinary Teaching Excellence in Higher Education M Heron, L Barnett, K Balloo Palgrave Macmillan, 2021 | 8* | 2021 |
| Observational feedback literacy: designing post observation feedback for learning M Heron, H Donaghue, K Balloo Teaching in Higher Education 29 (8), 2061–2074, 2024 | 6 | 2024 |
| Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography I Kinchin, K Balloo, L Barnett, K Gravett, M Heron, A Hosein, S Lygo-Baker, ... Arts and Humanities in Higher Education 22 (3), 305-321, 2023 | 6 | 2023 |
| Measuring psychological wellbeing and mental health in university student cohorts P Heron, K Balloo, M Barkham, C Berry, B Bewick, S Dutta, L Edwards, ... SMaRteN, 2023 | 4 | 2023 |
| A primer on gathering and analysing multi-level quantitative evidence for differential student outcomes in higher education K Balloo, N Winstone Frontline Learning Research 9 (2), 121-144, 2021 | 4 | 2021 |
Naomi WinstoneProfessor of Educational Psychology, University of SurreyVerified email at surrey.ac.uk