| The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia J Polesel, S Rice, N Dulfer Journal of education policy 29 (5), 640-657, 2014 | 366 | 2014 |
| The experience of education: The impacts of high stakes testing on school students and their families N Dulfer, J Polesel, S Rice An educator's perspective. Melbourne, Victoria, Australia: The Whitlam Institute, 2012 | 110 | 2012 |
| Ensuring quality in career guidance: A critical review T Hooley, S Rice British Journal of Guidance & Counselling 47 (4), 472-486, 2019 | 93 | 2019 |
| Working to maximise the effectiveness of a staffing mix: what holds more and less effective teachers in a school, and what drives them away? SM Rice Educational review 66 (3), 311-329, 2014 | 82 | 2014 |
| Getting our best teachers into disadvantaged schools: Differences in the professional and personal factors attracting more effective and less effective teachers to a school SM Rice Educational Research for Policy and Practice 9, 177-192, 2010 | 54 | 2010 |
| Effective strategies to increase school completion report: Report to the Victorian Department of Education and Early Childhood Development S Lamb, S Rice Communications Division, Department of Education and Early Childhood Development, 2008 | 51 | 2008 |
| High stakes testing and teacher access to professional opportunities: lessons from Indonesia A Ashadi, S Rice Journal of Education Policy 31 (6), 727-741, 2016 | 50 | 2016 |
| You don't bring me flowers any more: A fresh look at the vexed issue of teacher status S Rice Australian journal of education 49 (2), 182-196, 2005 | 44 | 2005 |
| NAPLAN and student wellbeing: Teacher perceptions of the impact of NAPLAN on students S Rice, N Dulfer, J Polesel, C O’Hanlon National Testing in Schools, 72-85, 2015 | 36 | 2015 |
| Effective intervention strategies for students at risk of early leaving S Lamb, S Rice Centre for Post-compulsory Education and Life Long Learning. The university …, 2008 | 29 | 2008 |
| Teach For/Teach First candidates: what conclusions do they draw from their time in teaching? S Rice, V Volkoff, N Dulfer Teachers and Teaching 21 (5), 497-513, 2015 | 26 | 2015 |
| Clinical practice in education: Towards a conceptual framework J Kriewaldt, L McLean Davies, S Rice, F Rickards, D Acquaro A companion to research in teacher education, 153-166, 2017 | 25 | 2017 |
| Social justice in career guidance: A Fraserian approach S Rice Career Guidance for Social Justice, 127-141, 2017 | 19 | 2017 |
| Career development: Defining and measuring quality S Rice, S Gillis, M Leahy, J Polesel Centre for Vocational and Education Policy, Melbourne Graduate School of …, 2015 | 17 | 2015 |
| Making career development core business R Sweet, Centre for Post-compulsory Education and Lifelong Learning Office for Policy, Research and Innovation, Department of Education and …, 2010 | 15 | 2010 |
| Getting good teachers into challenging schools S Rice Curriculum Leadership 6 (14), 1-3, 2008 | 15 | 2008 |
| ‘Out-of-field’teaching in mathematics: Australian evidence from PISA 2015 C Shah, PW Richardson, HMG Watt, S Rice Out-of-field teaching across teaching disciplines and contexts, 71-96, 2022 | 11 | 2022 |
| Recognition of learning success for all S Milligan, R Luo, T Kamei, S Ruce, T Kheang Learning Creates Australia, Melbourne, 2020 | 10 | 2020 |
| Approaches to quality assurance in school-based career development: policymaker perspectives from Australia S Rice, T Hooley, S Crebbin British Journal of Guidance & Counselling 50 (1), 110-127, 2022 | 9 | 2022 |
| Hard-to-staff Australian school: How can we ensure that all students have access to quality teachers S Rice, PW Richardson, HMG Watt Educating Australia: Challenges for the decade ahead, 279-295, 2017 | 9 | 2017 |
