| Philosophy of Education MA Peters, M Tesar, KA Locke Oxford Bibliographies Online, 2014 | 640* | 2014 |
| Towards a Post-Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education M Tesar Policy Futures in Education 18 (5), 556-559, 2020 | 294 | 2020 |
| Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project MA Peters, F Rizvi, G McCulloch, P Gibbs, R Gorur, M Hong, Y Hwang, ... Educational Philosophy and Theory 54 (6), 717-760, 2022 | 241 | 2022 |
| Teaching in the age of Covid-19 P Jandrić, D Hayes, I Truelove, P Levinson, P Mayo, T Ryberg, LD Monzó, ... Postdigital Science and Education 2, 1069-1230, 2020 | 226 | 2020 |
| Towards a philosophy of academic publishing MA Peters, P Jandrić, R Irwin, K Locke, N Devine, R Heraud, A Gibbons, ... Educational Philosophy and Theory 48 (14), 1401-1425, 2016 | 85 | 2016 |
| Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric M Koro-Ljungberg, T Lӧytӧnen, M Tesar Peter Lang, 2017 | 71 | 2017 |
| Methodology brut Philosophy, Ecstatic Thinking, and Some Other (Unfinished) Things M Koro-Ljungberg, D Carlson, M Tesar, K Anderson Qualitative Inquiry 21 (7), 612-619, 2015 | 68 | 2015 |
| Troubling the intersections of urban/nature/childhood in environmental education I Duhn, K Malone, M Tesar Environmental Education Research 23 (10), 1357-1368, 2017 | 64 | 2017 |
| Ethics and truth in archival research M Tesar History of Education 44 (1), 101-114, 2015 | 63 | 2015 |
| Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States K Smith, M Tesar, CY Myers Global Studies of Childhood 6 (1), 123-135, 2016 | 60 | 2016 |
| Vibrancy of childhood things: Power, philosophy, and political ecology of matter M Tesar, S Arndt Cultural Studies? Critical Methodologies 16 (2), 193-200, 2016 | 52 | 2016 |
| Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings SK Arndt, M Tesar De Gruyter 6 (2), 71-86, 2015 | 52 | 2015 |
| Reconceptualising the Child: Power and Resistance within Early Childhood Settings M Tesar Contemporary Issues in Early Childhood 15 (4), 360-367, 2014 | 51 | 2014 |
| Teaching in the Age of Covid-19—1 Year Later P Jandrić, D Hayes, P Levinson, LL Christensen, HO Lukoko, JE Kihwele, ... Postdigital Science and Education 3 (3), 1073-1223, 2021 | 47 | 2021 |
| Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus P Jandrić, J Jaldemark, Z Hurley, B Bartram, A Matthews, M Jopling, ... Educational Philosophy and Theory 53 (14), 1421-1441, 2021 | 45 | 2021 |
| Te Whāriki in Aotearoa New Zealand: Witnessing and resisting neo-liberal and neo-colonial discourses in early childhood education M Tesar Unsettling the colonial places and spaces of early childhood education, 108-123, 2015 | 41 | 2015 |
| Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space M Tesar Contemporary Issues in Early Childhood 17 (4), 399-408, 2016 | 40 | 2016 |
| Philosophy of education in a new key: A collective project of the PESA executive MA Peters, S Arndt, M Tesar, L Jackson, R Hung, C Mika, JT Ozolins, ... Educational Philosophy and Theory 54 (8), 1061-1082, 2022 | 39 | 2022 |
| Theorising Posthuman Childhood Studies K Malone, M Tesar, S Arndt Springer, 2020 | 37 | 2020 |
| Philosophy as a method”: Tracing the histories of intersections of “philosophy,”“methodology,” and “education M Tesar Qualitative Inquiry 27 (5), 544-553, 2021 | 36 | 2021 |
