| Viewing mobile learning from a pedagogical perspective M Kearney, S Schuck, K Burden, P Aubusson Alt-J-Research In Learning Technology 20 (1), 2012 | 1161 | 2012 |
| Teacher retention and attrition: Views of early career teachers J Buchanan, A Prescott, S Schuck, P Aubusson, P Burke Australian Journal of Teacher Education (Online) 38 (3), 124-141, 2013 | 783 | 2013 |
| Metaphor and analogy: Serious thought in science education PJ Aubusson, AG Harrison, SM Ritchie Metaphor and analogy in science education, 1-9, 2006 | 439 | 2006 |
| Mobile learning for science and mathematics school education: A systematic review of empirical evidence M Bano, D Zowghi, M Kearney, S Schuck, P Aubusson Computers & Education 121, 30-58, 2018 | 388 | 2018 |
| A trial of the five Es: A referent model for constructivist teaching and learning N Boddy, K Watson, P Aubusson Research in science education 33, 27-42, 2003 | 379 | 2003 |
| Mobile learning for teacher professional learning: benefits, obstacles and issues P Aubusson, S Schuck, K Burden ALT-J 17 (3), 233-247, 2009 | 298 | 2009 |
| Action learning in teacher learning community formation: informative or transformative? P Aubusson, F Steele, S Dinham, L Brady Teacher development 11 (2), 133-148, 2007 | 203 | 2007 |
| How do early career teachers value different types of support? A scale-adjusted latent class choice model PF Burke, PJ Aubusson, SR Schuck, JD Buchanan, AE Prescott Teaching and teacher education 47, 241-253, 2015 | 187 | 2015 |
| Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors PF Burke, S Schuck, P Aubusson, J Buchanan, JJ Louviere, A Prescott International Journal of Educational Research 62, 259-268, 2013 | 185 | 2013 |
| Why school students choose and reject science: A study of the factors that students consider when selecting subjects TA Palmer, PF Burke, P Aubusson International Journal of Science Education 39 (6), 645-662, 2017 | 169 | 2017 |
| Mobilising teacher education: A study of a professional learning community S Schuck, P Aubusson, M Kearney, K Burden Teacher Development 17 (1), 1-18, 2013 | 164 | 2013 |
| What happens when students do simulation-role-play in science? P Aubusson, S Fogwill, R Barr, L Perkovic Research in Science Education 27, 565-579, 1997 | 164 | 1997 |
| Action learning in schools: Reframing teachers' professional learning and development P Aubusson, R Ewing, G Hoban Routledge, 2012 | 146 | 2012 |
| The experiences of early career teachers: New initiatives and old problems S Schuck, P Aubusson, J Buchanan, M Varadharajan, PF Burke Professional development in education 44 (2), 209-221, 2018 | 143 | 2018 |
| Enhancing teacher education practice through professional learning conversations S Schuck, P Aubusson, J Buchanan European journal of teacher education 31 (2), 215-227, 2008 | 135 | 2008 |
| The challenge in teaching biotechnology F Steele, P Aubusson Research in Science Education 34, 365-387, 2004 | 128 | 2004 |
| Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption PF Burke, S Schuck, P Aubusson, M Kearney, B Frischknecht Technology, Pedagogy and Education 27 (2), 149-163, 2018 | 111 | 2018 |
| Roleplay as analogical modelling in science PJ Aubusson Metaphor and analogy in science education/Springer, 2006 | 91 | 2006 |
| Teachers’ technology adoption and practices: Lessons learned from the IWB phenomenon M Kearney, S Schuck, P Aubusson, PF Burke Teacher Development 22 (4), 481-496, 2018 | 89 | 2018 |
| Teachers choosing rich tasks: The moderating impact of technology on student learning, enjoyment, and preparation P Aubusson, P Burke, S Schuck, M Kearney, B Frischknecht Educational Researcher 43 (5), 219-229, 2014 | 88 | 2014 |
