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Cited by

• 2007Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools151 cited
• 2006Changing the context of teachers’ work and professional development: A European perspective64 cited
• 2005Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration61 cited
• 2004The impact of globalisation on qualitative research in comparative and international education59 cited
• 2004Italian and French teachers faced with pupil’s Academic Failure: The “Norm of Effort”55 cited
• 2010Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden55 cited
• 2019Decision-making in Context: Swedish and Finnish Teachers’ Perceptions of Autonomy52 cited
• 2009Rethinking Context in Comparative Education52 cited
• 2003Teachers' beliefs about student motivation: similarities and differences across cultures49 cited
• 1998Effort, Ability and the Teacher: young children's explanations for success and failure43 cited
• 2012Teachers as mediators: an exploration of situated English teaching26 cited
• 2018A matter of time? Gender equality in the teaching profession through a cross-national comparative lens20 cited
• 2004‘You just can’t do it like that—it's just wrong!' impressions of French and English trainee primary teachers on exchange placement in primary schools abroad: the value of experiencing the difference