| Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry J Charteris, D Smardon Teaching and Teacher Education 50, 114-123, 2015 | 122 | 2015 |
| A typology of agency in new generation learning environments: Emerging relational, ecological and new material considerations J Charteris, D Smardon Pedagogy, Culture & Society 26 (1), 51-68, 2018 | 119 | 2018 |
| Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces J Charteris, D Smardon, E Nelson Design, Education and Pedagogy, 28-41, 2020 | 101 | 2020 |
| Dialogic peer coaching as teacher leadership for professional inquiry J Charteris, D Smardon International Journal of Mentoring and Coaching in Education 3 (2), 108-124, 2014 | 84 | 2014 |
| The politics of student voice: Unravelling the multiple discourses articulated in schools J Charteris, D Smardon Cambridge Journal of Education 49 (1), 93-110, 2019 | 69 | 2019 |
| Second look–second think: a fresh look at video to support dialogic feedback in peer coaching J Charteris, D Smardon Professional Development in Education 39 (2), 168-185, 2013 | 61 | 2013 |
| Student voice in learning: Instrumentalism and tokenism or opportunity for altering the status and positioning of students? J Charteris, D Smardon Pedagogy, Culture & Society 27 (2), 305-323, 2019 | 57 | 2019 |
| Shifts to Learning Eco-Systems: Principals' and Teachers' Perceptions of Innovative Learning Environments. D Smardon, J Charteris, E Nelson New Zealand Journal of Teachers' Work 12 (2), 149-171, 2015 | 45 | 2015 |
| Democratic contribution or information for reform?: Prevailing and emerging discourses of student voice J Charteris, D Smardon Australian Journal of Teacher Education (Online) 44 (6), 1-18, 2019 | 38 | 2019 |
| " Professional learning on steroids": Implications for teacher learning through spatialised practice in new generation learning environments J Charteris, D Smardon Australian Journal of Teacher Education (Online) 43 (12), 12-29, 2018 | 33 | 2018 |
| Dimensions of agency in flexible learning spaces: Developing assessment capability J Charteris, D Smardon Australian Journal of Teacher Education (Online) 44 (7), 1-17, 2019 | 26 | 2019 |
| Innovative learning environments and discourses of leadership: Is physical change out of step with pedagogical development? J Charteris, D Smardon, E Nelson Journal of Educational Leadership, Policy and Practice 31 (1/2), 33-47, 2016 | 24 | 2016 |
| Heterarchical coaching for continuing teacher professional learning and development: A transversal analysis of agency J Charteris, D Smardon, R Foulkes, S Bewley International Journal of Qualitative Studies in Education 30 (6), 546-559, 2017 | 17 | 2017 |
| Between a rock and a hard place: Teacher professional learning D Smardon, J Charteris Teachers' Work 9 (1), 27-35, 2012 | 17 | 2012 |
| Spatialised practices in ILEs: Pedagogical transformations and learner agency J Charteris, D Smardon, A Page Transforming education: Design & governance in global contexts, 19-31, 2018 | 14 | 2018 |
| Raising the bar for teacher professional learning and development? Or just cruel optimism? D Smardon, J Charteris New Zealand Journal of Educational Studies 52, 177-183, 2017 | 13 | 2017 |
| Professional learning as ‘diffractive’practice: Rhizomatic peer coaching J Charteris, D Smardon Reflective Practice 17 (5), 544-556, 2016 | 13 | 2016 |
| Policy enactment and leader agency J Charteris, D Smardon Teachers' Work 15 (1), 28-45, 2018 | 12 | 2018 |
| What students say about their learning-how can this improve learning D Smardon, S Bewley BERA Conference, Institute of Education, University of London. Retrived from …, 2007 | 12 | 2007 |
| Supporting families: A nurturing teacher education strategy in Nauru T Sullivan, P Serow, N Taylor, E Angell, J Tarrant, G Burnett, D Smardon Asia-Pacific Journal of Teacher Education 45 (1), 39-52, 2017 | 10 | 2017 |