| The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder J Anglim, P Prendeville, W Kinsella Educational psychology in practice 34 (1), 73-88, 2018 | 171 | 2018 |
| Developing inclusive schools: a systemic approach W Kinsella, J Senior International journal of inclusive education 12 (5-6), 651-665, 2008 | 170 | 2008 |
| Public expertise: A foundation for citizen participation in energy and environmental decisions WJ Kinsella Communication and public participation in environmental decision making, 83-95, 2004 | 137 | 2004 |
| Developing an inclusive system in a rapidly changing European society S Drudy, W Kinsella International Journal of Inclusive Education 13 (6), 647-663, 2009 | 130 | 2009 |
| One hundred years of nuclear discourse: Four master themes and their implications for environmental communication WJ Kinsella The environmental communication yearbook, 49-72, 2014 | 105 | 2014 |
| The role of grandparents in supporting families of children with autism spectrum disorders: A family systems approach P Prendeville, W Kinsella Journal of autism and developmental disorders 49 (2), 738-749, 2019 | 74 | 2019 |
| Organising inclusive schools W Kinsella International Journal of Inclusive Education 24 (12), 1340-1356, 2020 | 70 | 2020 |
| Nuclear boundaries: Material and discursive containment at the Hanford Nuclear Reservation WJ Kinsella Science as Culture 10 (2), 163-194, 2001 | 66 | 2001 |
| Discourse, power, and knowledge in the management of “big science” the production of consensus in a nuclear fusion research laboratory WJ Kinsella Management Communication Quarterly 13 (2), 171-208, 1999 | 64 | 1999 |
| Nuclear legacies: Communication, controversy, and the US nuclear weapons complex BC Taylor Lexington Books, 2007 | 54 | 2007 |
| Risk, regulation, and rhetorical boundaries: Claims and challenges surrounding a purported nuclear renaissance WJ Kinsella, AR Kelly, M Kittle Autry Communication Monographs 80 (3), 278-301, 2013 | 50 | 2013 |
| Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis B Rodden, P Prendeville, S Burke, W Kinsella Cambridge journal of education 49 (2), 235-253, 2019 | 47 | 2019 |
| Environments, risks, and the limits of representation: Examples from nuclear energy and some implications of Fukushima WJ Kinsella Environmental Communication: A Journal of Nature and Culture 6 (2), 251-259, 2012 | 47 | 2012 |
| The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland C Finlay, W Kinsella, P Prendeville Leading Socially Just Schools, 197-217, 2023 | 45 | 2023 |
| Becoming Hanford downwinders: Producing community and challenging discursive containment WJ Kinsella, J Mullen Nuclear legacies: Communication, controversy, and the US nuclear weapons …, 2007 | 42 | 2007 |
| The implementation of an ethical education curriculum in secondary schools in Ireland M Bourke, W Kinsella, P Prendeville Education Sciences 10 (1), 14, 2019 | 39 | 2019 |
| Parents’ experiences of the diagnostic process for girls with autism spectrum disorder in Ireland: An Interpretative Phenomenological Analysis K Rabbitte, P Prendeville, W Kinsella Educational and Child Psychology 34 (2), 54-66, 2017 | 37 | 2017 |
| Narratives, rhetorical genres, and environmental conflict: Responses to Schwarze's “environmental melodrama” WJ Kinsella, PK Bsumek, GB Walker, WJ Kinsella, T Check, ... Environmental Communication 2 (1), 78-109, 2008 | 35 | 2008 |
| Heidegger and being at the Hanford reservation: Standing reserve, enframing, and environmental communication theory WJ Kinsella Environmental Communication 1 (2), 194-217, 2007 | 35 | 2007 |
| Problematizing the distinction between expert and lay knowledge WJ Kinsella Atlantic Journal of Communication 10 (2), 191-207, 2002 | 34 | 2002 |
