| Peer mediation: Citizenship and social inclusion revisited: Citizenship and social inclusion in action H Cremin McGraw-Hill Education (UK), 2007 | 150 | 2007 |
| Problematising pupil voice using visual methods: Findings from a study of engaged and disaffected pupils in an urban secondary school H Cremin, C Mason, H Busher British Educational Research Journal 37 (4), 585-603, 2011 | 130 | 2011 |
| Peace education research in the twenty-first century: Three concepts facing crisis or opportunity? H Cremin Journal of Peace Education 13 (1), 1-17, 2016 | 126 | 2016 |
| Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom H Cremin, T Bevington Routledge, 2017 | 109 | 2017 |
| Working with teaching assistants: three models evaluated H Cremin, G Thomas, K Vincett Research papers in education 20 (4), 413-432, 2005 | 104 | 2005 |
| Is it possible to access the ‘voice’of pre‐school children? Results of a research project in a pre‐school setting H Cremin, B Slatter Educational studies 30 (4), 457-470, 2004 | 94 | 2004 |
| Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity K Kester, H Cremin Educational Philosophy and Theory 49 (14), 1415-1427, 2017 | 87 | 2017 |
| Violence in schools: Perspectives (and hope) from Galtung and Buber H Cremin, A Guilherme Educational Philosophy and Theory 48 (11), 1123-1137, 2016 | 78 | 2016 |
| Restorative approaches to conflict in schools E Sellman, H Cremin, G McCluskey Routledge, 2014 | 78 | 2014 |
| Teachers and Assistants Working Together: A Handbook K Vincett, H Cremin, G Thomas McGraw-Hill Education (UK), 2005 | 76 | 2005 |
| Learning zones: An evaluation of three models for improving learning through teacher/teaching assistant teamwork H Cremin, G Thomas, K Vincett Support for Learning 18 (4), 154-161, 2003 | 64 | 2003 |
| Interdisciplinary perspectives on restorative justice: Developing insights for education H Cremin, E Sellman, G McCluskey British Journal of Educational Studies 60 (4), 421-437, 2012 | 58 | 2012 |
| Pupils resolving disputes: successful peer mediation schemes share their secrets H Cremin Support for Learning 17 (3), 138-143, 2002 | 53 | 2002 |
| Transrational peacebuilding education to reduce epistemic violence H Cremin, J Echavarrķa, K Kester Peace Review 30 (3), 295-302, 2018 | 48 | 2018 |
| Maintaining underclasses via contrastive judgement: can inclusive education ever happen? H Cremin, G Thomas British Journal of Educational Studies 53 (4), 431-446, 2005 | 41 | 2005 |
| An autoethnography of a peace educator: Deepening reflections on research, practice and the field H Cremin Elsevier BV, 2018 | 36 | 2018 |
| Debates in citizenship education J Arthur, H Cremin Routledge, 2012 | 36 | 2012 |
| Learning to (dis) engage? The socialising experiences of young people living in areas of socio-economic disadvantage C Mason, H Cremin, P Warwick, T Harrison British Journal of Educational Studies 59 (4), 421-437, 2011 | 28 | 2011 |
| Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field H Cremin, H Aryoubi, B Hajir, N Kurian, H Salem British Educational Research Journal 47 (4), 1102-1119, 2021 | 23 | 2021 |
| Importing control in Initial Teacher Training: theorizing the construction of specific habitus in recent proposals for induction into teaching J Stanfield, H Cremin Journal of Education Policy 28 (1), 21-37, 2013 | 23 | 2013 |
