| ‘Risky fun’or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning M Glackin International journal of science education 38 (3), 409-433, 2016 | 136 | 2016 |
| Teachers’ self-efficacy: Progressing qualitative analysis M Glackin, J Hohenstein International Journal of Research & Method in Education 41 (3), 271-290, 2018 | 114 | 2018 |
| Teaching and learning science outdoors in schools’ immediate surroundings at K-12 levels: A meta-synthesis JP Ayotte-Beaudet, P Potvin, HG Lapierre, M Glackin Eurasia journal of mathematics, science and technology education 13 (8 …, 2017 | 104 | 2017 |
| ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom M Glackin British journal of sociology of education 39 (1), 61-76, 2018 | 65 | 2018 |
| A difficult realisation: The proletarianisation of higher education-based teacher educators V Ellis, M Glackin, D Heighes, M Norman, S Nicol, K Norris, I Spencer, ... Journal of Education for Teaching 39 (3), 266-280, 2013 | 50 | 2013 |
| Taking stock of environmental education policy in England–the what, the where and the why M Glackin, H King Environmental Education Research 26 (3), 305-323, 2020 | 43 | 2020 |
| ‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom M Glackin Professional Development in Education 45 (3), 372-389, 2019 | 41 | 2019 |
| 12 Supporting science learning in out-of-school contexts H King, M Glackin Good Practice In Science Teaching: What Research Has To Say: What research …, 2010 | 26 | 2010 |
| Using urban green space to teach science M Glackin School Science Review 89 (327), 29-36, 2007 | 22 | 2007 |
| Park and learn: improving opportunities for learning in local open spaces M Glackin, B Jones School Science Review 93 (344), 105-113, 2012 | 21 | 2012 |
| The ‘web of conditions’ governing England’s climate change education policy landscape K Greer, H King, M Glackin Journal of Education Policy 38 (1), 69-92, 2023 | 20 | 2023 |
| Budding biology teachers: what have botanical gardens got to offer inquiry learning M Glackin, C Harrison Journal of Biological Education 52 (3), 283-293, 2018 | 18 | 2018 |
| Understanding environmental education in secondary schools in England: Report 1: Perspectives from policy MA Glackin, H King King's College London, 2018 | 17 | 2018 |
| Teaching out-of-classroom science: Implications from the initial teacher training experience R Lock, M Glackin School Science Review 90 (333), 111-118, 2009 | 13 | 2009 |
| Understanding Environmental Education in Secondary School in England: Report 2: The Practitioners' Perspective M Glackin, H King, R Cook, K Greer King's College London, 2018 | 10 | 2018 |
| Creative science lessons? Prospective teachers reflect on good practice A Manning, M Glackin, J Dillon School Science Review 90 (332), 53-58, 2009 | 10 | 2009 |
| Environmental education-related policy enactment in Japanese high schools M Glackin, K Greer Journal of Education for Sustainable Development 15 (2), 165-185, 2021 | 8 | 2021 |
| ‘What counts’ as climate change education? Perspectives from policy influencers K Greer, M Glackin School Science Review 103 (383), 16-22, 2021 | 7 | 2021 |
| downloaded from the King’s Research Portal at https://kclpure. kcl. ac. uk/portal M Glackin | 7 | 2013 |
| Wicked problems and out-of-school science education: Implications for practice and research M Achiam, M Glackin, J Dillon Addressing wicked problems through science education: The role of out-of …, 2021 | 6 | 2021 |
Justin DillonProfessor of Science and Environmental Education, University College LondonGeverifieerd e-mailadres voor ucl.ac.uk
