| Mixing interview and questionnaire methods: Practical problems in aligning data LR Harris, GTL Brown | 949 | 2010 |
| Student Self-Assessment 1 GTL Brown, LR Harris SAGE handbook of research on classroom assessment, 367-393, 2013 | 645 | 2013 |
| A phenomenographic investigation of teacher conceptions of student engagement in learning LR Harris The Australian Educational Researcher 35 (1), 57-79, 2008 | 444 | 2008 |
| Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: Case studies into teachers' implementation LR Harris, GTL Brown Teaching and Teacher Education 36, 101-111, 2013 | 371 | 2013 |
| The future of self-assessment in classroom practice: Reframing self-assessment as a core competency GTL Brown, L Harris Frontline learning research 2 (1), 22-30, 2014 | 314 | 2014 |
| Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being GTL Brown, LR Harris, J Harnett Teaching and Teacher Education 28 (7), 968-978, 2012 | 264 | 2012 |
| The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students LR Harris, GTL Brown Assessment in Education: Principles, Policy & Practice 16 (3), 365-381, 2009 | 234 | 2009 |
| Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling? L Harris Teaching and Teacher Education 27 (2), 376-386, 2011 | 225 | 2011 |
| Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses LR Harris, GTL Brown, JA Harnett Educational Assessment, Evaluation and Accountability 26, 107-133, 2014 | 200 | 2014 |
| Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability GTL Brown, LR Harris Journal of MultiDisciplinary Evaluation 6 (12), 68-91, 2009 | 174 | 2009 |
| Phenomenographic perspectives on the structure of conceptions: The origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks LR Harris Educational Research Review 6 (2), 109-124, 2011 | 160 | 2011 |
| Using self-assessment to improve student learning LR Harris, GTL Brown Routledge, 2018 | 137 | 2018 |
| Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance GTL Brown, LR Harris, C O'Quin, KE Lane International Journal of Research & Method in Education 40 (1), 66-90, 2017 | 133 | 2017 |
| Analysis of New Zealand primary and secondary student peer-and self-assessment comments: applying Hattie and Timperley’s feedback model LR Harris, GTL Brown, JA Harnett Assessment in Education: Principles, Policy & Practice 22 (2), 265-281, 2015 | 114 | 2015 |
| Not playing the game: Student assessment resistance as a form of agency LR Harris, GTL Brown, J Dargusch The Australian Educational Researcher 45 (1), 125-140, 2018 | 105 | 2018 |
| Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement L Harris, J Dargusch, K Ames, C Bloomfield International Journal of Inclusive Education 26 (8), 848-864, 2022 | 78 | 2022 |
| ‘One assessment doesn’t serve all the purposes’ or does it? New Zealand teachers describe assessment and feedback SE Irving, LR Harris, ER Peterson Asia Pacific Education Review 12, 413-426, 2011 | 77 | 2011 |
| Handbook of human and social conditions in assessment GTL Brown, LR Harris Routledge, 2016 | 69 | 2016 |
| Accountability assessment's effects on teachers and schools SL Nichols, LR Harris Handbook of human and social conditions in assessment, 40-56, 2016 | 66 | 2016 |
| Delivering, modifying or collaborating? Examining three teacher conceptions of how to facilitate student engagement L Harris Teachers and Teaching: theory and practice 16 (1), 131-151, 2010 | 65 | 2010 |