| Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback R Lynch, PM McNamara, N Seery European Journal of Teacher Education 35 (2), 179-197, 2012 | 195 | 2012 |
| “I chose to become a teacher because”. Exploring the factors influencing teaching choice amongst pre-service teachers in Ireland J Hennessy, R Lynch Asia-Pacific Journal of Teacher Education 45 (2), 106-125, 2017 | 106 | 2017 |
| Learning to earn? The role of performance grades in higher education R Lynch, J Hennessy Studies in Higher Education 42 (9), 1750-1763, 2017 | 60 | 2017 |
| Monopolising the STEM agenda in second-level schools: Exploring power relations and subject subcultures O McGarr, R Lynch International Journal of Technology and Design Education 27, 51-62, 2017 | 59 | 2017 |
| Comparing the dialogue of experts and novices in interdisciplinary teams to inform design education L Kiernan, A Ledwith, R Lynch International Journal of Technology and Design Education 30 (1), 187-206, 2020 | 47 | 2020 |
| Difficulty and self‐efficacy: An exploratory study J Power, R Lynch, O McGarr British Journal of Educational Technology 51 (1), 281-296, 2020 | 33 | 2020 |
| The impact of task difficulty and performance scores on student engagement and progression R Lynch, JV Patten, J Hennessy Educational Research 55 (3), 291-303, 2013 | 33 | 2013 |
| Exploring problem conceptualization and performance in STEM problem solving contexts T Delahunty, N Seery, R Lynch Instructional Science 48 (4), 395-425, 2020 | 30 | 2020 |
| Problematizing spatial literacy within the school curriculum D Lane, R Lynch, O McGarr International Journal of Technology and Design Education 29 (4), 685-700, 2019 | 30 | 2019 |
| Pre‐service teachers' experience of and attitudes to teaching SPHE in Ireland P Mannix McNamara, S Moynihan, D Jourdan, R Lynch Health Education 112 (3), 199-216, 2012 | 28 | 2012 |
| Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative R Lynch, J Hennessy, J Gleeson Irish Educational Studies 32 (4), 493-510, 2013 | 27 | 2013 |
| Design teams management of conflict in reaching consensus L Kiernan, A Ledwith, R Lynch International Journal of Conflict Management 31 (2), 263-285, 2020 | 22 | 2020 |
| The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators J Gleeson, R Lynch, O McCormack European Educational Research Journal 20 (3), 365-389, 2021 | 19 | 2021 |
| Negotiating subject hierarchies: Neo-liberal influences on the comprehensive curriculum in Ireland R Lynch, O McGarr Educational Policy 30 (5), 721-739, 2016 | 18 | 2016 |
| Exploring the relationship between homework task difficulty, student engagement and performance R Lynch, A Hurley, O Cumiskey, B Nolan, B McGlynn Irish Educational Studies 38 (1), 89-103, 2019 | 17 | 2019 |
| Exploring the position of curriculum studies across the continuum of teacher education in Ireland R Lynch, O McCormack, J Hennessy Irish Educational Studies 36 (4), 439-456, 2017 | 17 | 2017 |
| Straddling the marshy divide: exploring pre-service teachers’ attitudes towards teacher research J Hennessy, R Lynch Educational Review 71 (5), 595-616, 2019 | 16 | 2019 |
| How design education can support collaboration in teams A Ledwith, R Lynch DS 88: Proceedings of the 19th International Conference on Engineering and …, 2017 | 16 | 2017 |
| Plastic people in pinstripe suits: An exploration of the views of Irish parents on the publication of school league tables O McCormack, R Lynch, J Hennessy Educational Studies 41 (5), 513-533, 2015 | 15 | 2015 |
| Students’ perceptions of lecturer power and authority in a higher education PBL business programme R O’Brien, O McGarr, R Lynch Teaching in Higher Education 27 (5), 615-631, 2022 | 14 | 2022 |
