| School-based research: A guide for education students E Wilson Sage Publications Ltd, 2017 | 407 | 2017 |
| Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries R Klassen, E Wilson, AFY Siu, W Hannok, MW Wong, N Wongsri, ... European journal of psychology of education 28, 1289-1309, 2013 | 260 | 2013 |
| The role of emotion in teaching: Are there differences between male and female newly qualified teachers’ approaches to teaching? H Demetriou, E Wilson, M Winterbottom Educational studies 35 (4), 449-473, 2009 | 178 | 2009 |
| Networking and the development of professionals: Beginning teachers building social capital ARC Fox, EG Wilson Teaching and Teacher Education 47, 93-107, 2015 | 164 | 2015 |
| New teacher learning: substantive knowledge and contextual factors E Wilson, H Demetriou The Curriculum Journal 18 (3), 213-229, 2007 | 162 | 2007 |
| Changing career and changing identity: How do teacher career changers exercise agency in identity construction? E Wilson, R Deaney Social Psychology of Education 13, 169-183, 2010 | 133 | 2010 |
| Teacher wellbeing in England: Teacher responses to school-level initiatives J Brady, E Wilson Cambridge Journal of Education 51 (1), 45-63, 2021 | 88 | 2021 |
| ‘Support our networking and help us belong!’: listening to beginning secondary school science teachers A Fox, E Wilson Teachers and Teaching: theory and practice 15 (6), 701-718, 2009 | 83 | 2009 |
| Pressures and influences on school leaders navigating policy development during the COVID‐19 pandemic P Fotheringham, T Harriott, G Healy, G Arenge, E Wilson British Educational Research Journal 48 (2), 201-227, 2022 | 82 | 2022 |
| Synthesising affect and cognition in teaching and learning H Demetriou, E Wilson Social Psychology of Education 12, 213-232, 2009 | 64 | 2009 |
| Beginning teachers’ workplace experiences: Perceptions of and use of support A Fox, E Wilson, R Deaney Vocations and learning 4, 1-24, 2011 | 63 | 2011 |
| Developing a user guide to integrating new technologies in science teaching and learning: Teachers’ and pupils’ perceptions of their affordances J de Winter, M Winterbottom, E Wilson Technology, Pedagogy and Education 19 (2), 261-267, 2010 | 54 | 2010 |
| The transfer of content knowledge in a cascade model of professional development F Turner, S Brownhill, E Wilson Teacher development 21 (2), 175-191, 2017 | 53 | 2017 |
| Children should be seen and heard: The power of student voice in sustaining new teachers H Demetriou, E Wilson Improving Schools 13 (1), 54-69, 2010 | 50 | 2010 |
| The impact of ICT on primary science C Murphy, P Warwick, E Wilson, M Winterbottom Teaching and learning primary science with ICT, 13-32, 2006 | 50 | 2006 |
| Powerful pedagogical strategies in initial teacher education E Wilson Teachers and teaching 11 (4), 359-378, 2005 | 50 | 2005 |
| Examining beginning teachers' perceptions of workplace support A Fox, R Deaney, E Wilson Journal of Workplace learning 22 (4), 212-227, 2010 | 49 | 2010 |
| Action research E Wilson School—Based Research, 2017 | 39 | 2017 |
| Using activity theory as a lens to analyse interaction in a university–school initial teacher education and training partnership E Wilson Educational Action Research 12 (4), 587-612, 2004 | 34 | 2004 |
| Centres of excellence: Systemwide transformation of teaching practice F Turner, E Wilson, S Ispussinova, Y Kassymbekov, A Sharimova, ... Educational reform and internationalisation: The case of school reform in …, 2014 | 32 | 2014 |
Prof Mark WinterbottomFaculty of Education, University of CambridgeVerified email at cam.ac.uk
