| Effective pedagogy in social sciences/tikanga ā iwi: Best evidence synthesis iteration GV Aitken, CEL Sinnema | 210 | 2008 |
| Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand M Priestley, C Sinnema Creating Curricula: Aims, Knowledge and Control, 61-86, 2018 | 178 | 2018 |
| Emerging international trends in curriculum C Sinnema, G Aitken Reinventing the curriculum: New trends in curriculum policy and practice …, 2013 | 121 | 2013 |
| The leadership of teaching and learning: Implications for teacher evaluation CEL Sinnema, VMJ Robinson Leadership and policy in schools 6 (4), 319-343, 2007 | 98 | 2007 |
| Capturing the complex, situated, and active nature of teaching through inquiry-oriented standards for teaching C Sinnema, F Meyer, G Aitken Journal of Teacher Education 68 (1), 9-27, 2017 | 83 | 2017 |
| Evidence-informed collaborative inquiry for improving teaching and learning C Sinnema, A Sewell, A Milligan Asia-Pacific Journal of Teacher Education 39 (3), 247-261, 2011 | 75 | 2011 |
| Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nurses and the director of nursing L Doughty, A McKillop, R Dixon, C Sinnema Nurse education in practice 30, 101-105, 2018 | 69 | 2018 |
| Successful futures, successful curriculum: What can Wales learn from international curriculum reforms? C Sinnema, N Nieveen, M Priestley The Curriculum Journal 31 (2), 181-201, 2020 | 68 | 2020 |
| Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks C Sinnema, AJ Daly, YH Liou, J Rodway International Journal of Educational Research 99, 101492, 2020 | 59 | 2020 |
| Monitoring and evaluating curriculum implementation: Final report to the Ministry of Education C Sinnema Ministry of Education, New Zealand, 2010 | 50* | 2010 |
| Goal setting in principal evaluation: Goal quality and predictors of achievement CEL Sinnema, VMJ Robinson Leadership and Policy in schools 11 (2), 135-167, 2012 | 48 | 2012 |
| Genuine inquiry: Widely espoused yet rarely enacted DM Le Fevre, VMJ Robinson, CEL Sinnema Educational Management Administration & Leadership 43 (6), 883-899, 2015 | 46 | 2015 |
| When others’ performance just isn't good enough: Educational leaders’ framing of concerns in private and public CEL Sinnema, D Le Fevre, VMJ Robinson, D Pope Leadership and Policy in Schools 12 (4), 301-336, 2013 | 41 | 2013 |
| Initial teacher education outcomes: Standards for graduating teachers: A paper for discussion G Aitken, C Sinnema, F Meyer New Zealand Ministry of Education, 2013 | 40 | 2013 |
| The ebb and flow of curricular autonomy: Balance between local freedom and national prescription in curricula C Sinnema The sage handbook of curriculum, pedagogy and assessment 2, 965-983, 2015 | 39 | 2015 |
| Teaching as inquiry in the New Zealand curriculum: Origins and implementation C Sinnema, G Aitken Changing trajectories of teaching and learning, 2011 | 33 | 2011 |
| Novice principals setting goals for school improvement in New Zealand F Meyer, C Sinnema, J Patuawa School Leadership & Management 39 (2), 198-221, 2019 | 29 | 2019 |
| Educational leadership effectiveness: a Rasch analysis C Sinnema, L Ludlow, V Robinson Journal of Educational Administration 54 (3), 2016 | 29 | 2016 |
| From persuasion to learning: An intervention to improve leaders’ response to disagreement VMJ Robinson, CEL Sinnema, D Le Fevre Leadership and Policy in Schools 13 (3), 260-296, 2014 | 28 | 2014 |
| The quality of leaders’ problem-solving conversations: Truth-seeking or truth-claiming? V Robinson, F Meyer, D Le Fevre, C Sinnema Leadership and Policy in Schools 20 (4), 650-671, 2021 | 27 | 2021 |
Viviane M J RobinsonDistinguished Professor, Faculty of Education, University of AucklandVerified email at auckland.ac.nz
