| Sharpening a tool for teaching: the zone of proximal development R Wass, C Golding Teaching in Higher Education 19 (6), 671-684, 2014 | 372 | 2014 |
| Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators C Delany, C Golding BMC medical education 14, 1-10, 2014 | 194 | 2014 |
| Educating for critical thinking: thought‐encouraging questions in a community of inquiry C Golding Higher education research & development 30 (3), 357-370, 2011 | 187 | 2011 |
| The stress paradox: how stress can be good for learning JR Rudland, C Golding, TJ Wilkinson Medical education 54 (1), 40-45, 2020 | 173 | 2020 |
| Integrating the disciplines: Successful interdisciplinary subjects C Golding Centre for the Study of Higher Education, University of Melbourne, 2009 | 161 | 2009 |
| Coercion in Mental Health Care: The Principle of Least Coercive Care AJ O’Brien, C Golding Journal of Psychiatric and Mental Health Nursing 10 (2), 167-173, 2003 | 150 | 2003 |
| Good teaching as care in higher education V Anderson, R Rabello, R Wass, C Golding, A Rangi, E Eteuati, ... Higher Education 79, 1-19, 2020 | 111 | 2020 |
| The many faces of constructivist discussion C Golding Educational Philosophy and Theory 43 (5), 467-483, 2011 | 103 | 2011 |
| What examiners do: What thesis students should know C Golding, S Sharmini, A Lazarovitch Assessment & Evaluation in Higher Education 39 (5), 563-576, 2014 | 100 | 2014 |
| Evaluate to improve: useful approaches to student evaluation C Golding, L Adam Assessment & Evaluation in Higher Education 41 (1), 1-14, 2016 | 90 | 2016 |
| Assessing the doctoral thesis when it includes published work S Sharmini, R Spronken-Smith, C Golding, T Harland Assessment & Evaluation in Higher Education 40 (1), 89-102, 2015 | 87 | 2015 |
| Photovoice as a research method for higher education research R Wass, V Anderson, R Rabello, C Golding, A Rangi, E Eteuati Higher Education Research & Development 39 (4), 834-850, 2020 | 60 | 2020 |
| Can you increase teacher engagement with evaluation simply by improving the evaluation system? ACM Moskal, SJ Stein, C Golding Assessment & Evaluation in Higher Education 41 (2), 286-300, 2016 | 42 | 2016 |
| That´s a better idea: Philosophical progress in philosophy for children C Golding childhood & philosophy, 223-269, 2009 | 42* | 2009 |
| The Community of Inquiry: Blending Philosophical and Empirical Research C Golding Studies in Philosophy and Education, 1-12, 2014 | 41 | 2014 |
| Connecting concepts: Thinking activities for students C Golding | 40* | 2002 |
| The teacher as guide: A conception of the inquiry teacher C Golding Educational Philosophy and Theory 45 (1), 91-110, 2013 | 38 | 2013 |
| Pragmatism, constructivism and socratic objectivity: the pragmatist epistemic aim of philosophy for children C Golding Conference Presentation Philosophy of Education Society of Australasia, 2007 | 26 | 2007 |
| Thinking with Rich Concepts: Rich Concepts for Philosophical Questioning in the Classroom C Golding Hawker Brownlow Education, 2006 | 26* | 2006 |
| Must we gather data? A place for the philosophical study of higher education C Golding Higher Education Research & Development 32 (1), 152-155, 2013 | 24 | 2013 |
Dr Rob WassLecturer, Higher Education Development Centre, University of OtagoVerified email at otago.ac.nz
