| Changing practices, changing education S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ... Springer Science & Business Media, 2013 | 1303 | 2013 |
| Inclusive education policies: Discourses of difference, diversity and deficit I Hardy, S Woodcock International Journal of Inclusive Education 19 (2), 141-164, 2015 | 443 | 2015 |
| Ecologies of practices S Kemmis, C Edwards-Groves, J Wilkinson, I Hardy Practice, learning and change: Practice-theory perspectives on professional …, 2012 | 284* | 2012 |
| A logic of enumeration: The nature and effects of national literacy and numeracy testing in Australia I Hardy Governing by Numbers, 37-64, 2018 | 143 | 2018 |
| A logic of appropriation: Enacting national testing (NAPLAN) in Australia I Hardy Journal of education policy 29 (1), 1-18, 2014 | 139 | 2014 |
| The politics of teacher professional development: Policy, research and practice I Hardy Routledge, 2012 | 137 | 2012 |
| My School? Critiquing the abstraction and quantification of education I Hardy, C Boyle Asia-Pacific Journal of Teacher Education 39 (3), 211-222, 2011 | 125 | 2011 |
| Probing and problematizing teacher professional development for inclusion S Woodcock, I Hardy International Journal of Educational Research 83, 43-54, 2017 | 100 | 2017 |
| Critiquing teacher professional development: teacher learning within the field of teachers' work I Hardy Critical Studies in Education 51 (1), 71-84, 2010 | 98 | 2010 |
| Funding, reputation and targets: The discursive logics of high-stakes testing S Lewis, I Hardy Cambridge Journal of Education 45 (2), 245-264, 2015 | 97 | 2015 |
| Relational architectures: Recovering solidarity and agency as living practices in education C Edwards‐Groves, R Brennan Kemmis, I Hardy, P Ponte Pedagogy, Culture & Society 18 (1), 43-54, 2010 | 97 | 2010 |
| The ‘doublethink’of data: Educational performativity and the field of schooling practices I Hardy, S Lewis British Journal of Sociology of Education 38 (5), 671-685, 2017 | 96 | 2017 |
| Praxis, practice and practice architectures S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ... Changing practices, changing education, 25-41, 2014 | 91 | 2014 |
| The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research I Hardy, K Rönnerman Cambridge journal of education 41 (4), 461-472, 2011 | 79 | 2011 |
| Driving change from ‘the middle’: middle leading for site based educational development C Edwards-Groves, P Grootenboer, I Hardy, K Rönnerman School Leadership & Management 39 (3-4), 315-333, 2019 | 77 | 2019 |
| Teacher professional development as an effect of policy and practice: A Bourdieuian analysis I Hardy, B Lingard Journal of Education Policy 23 (1), 63-80, 2008 | 73 | 2008 |
| Governing teacher learning: Understanding teachers’ compliance with and critique of standardization I Hardy Journal of Education Policy 33 (1), 1-22, 2018 | 72 | 2018 |
| Learning as being ‘stirred in’to practices S Kemmis, C Edwards-Groves, A Lloyd, P Grootenboer, I Hardy, ... Practice theory perspectives on pedagogy and education: Praxis, diversity …, 2017 | 66 | 2017 |
| Tracking the topological: The effects of standardised data upon teachers’ practice S Lewis, I Hardy British Journal of Educational Studies 65 (2), 219-238, 2017 | 65 | 2017 |
| Beyond the binary: Rethinking teachers’ understandings of and engagement with inclusion S Woodcock, I Hardy Nancy Fraser, Social Justice and Education, 71-90, 2020 | 63 | 2020 |
