| Doing educational research. A practitioner’s guide to getting started (2nd ed.). C Mutch Wellington: NZCER Press., 2013 | 857 | 2013 |
| Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions C Mutch International Journal of Disaster Risk Reduction 14, 186-194, 2015 | 185 | 2015 |
| The role of schools in disaster preparedness, response and recovery: what can we learn from the literature? C Mutch Pastoral Care in Education 32 (1), 5-22, 2014 | 160 | 2014 |
| Partners in Learning: Schools' Engagement With Parents, Families, and Communities in New Zealand. C Mutch, S Collins School Community Journal 22 (1), 167-187, 2012 | 152 | 2012 |
| The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes C Mutch International Journal of Educational Development 41, 283-291, 2015 | 115 | 2015 |
| Research with, by, for and about children: Lessons from disaster contexts L Gibbs, C Mutch, P O'Connor, C MacDougall Global Studies of Childhood 3 (2), 129-141, 2013 | 98 | 2013 |
| The New Zealand earthquakes and the role of schools in engaging children in emotional processing of disaster experiences C Mutch, E Gawith Pastoral Care in Education 32 (1), 54-67, 2014 | 85 | 2014 |
| Towards a customizable immersive virtual reality serious game for earthquake emergency training Z Feng, VA González, C Mutch, R Amor, A Rahouti, A Baghouz, N Li, ... Advanced Engineering Informatics 46, 101134, 2020 | 77 | 2020 |
| Adapting Bourdieu’s field theory to explain decision-making processes in educational policy C Mutch Theoretical frameworks in qualitative research 1, 155-174, 2006 | 75 | 2006 |
| Perspectives on education, children and young people in disaster risk reduction J Tatebe, C Mutch International Journal of Disaster Risk Reduction 14, 108-114, 2015 | 71 | 2015 |
| “Sailing through a river of emotions”: capturing children's earthquake stories C Mutch Disaster Prevention and Management 22 (5), 445-455, 2013 | 60 | 2013 |
| The role of schools in helping communities cope with earthquake disasters: The case of the 2010-2011 New Zealand earthquakes C Mutch Environmental Hazards, 2018 | 53 | 2018 |
| Curriculum change and teacher resistance C Mutch Curriculum Matters 8, 1-8, 2012 | 51 | 2012 |
| Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children Z Feng, VA González, C Mutch, R Amor, G Cabrera‐Guerrero Journal of Computer Assisted Learning 37 (2), 542-556, 2021 | 50 | 2021 |
| How might research on schools’ responses to earlier crises help us in the COVID-19 recovery process C Mutch Set: Research Information for Teachers 2 (June), 3-10, 2020 | 48 | 2020 |
| Assessment for, of and as Learning: Developing a Sustainable Assessment Culture in New Zealand Schools C Mutch Policy Futures in Education 10 (4), 374-385, 2012 | 46 | 2012 |
| Progressive education in New Zealand: A revered past, a contested present and an uncertain future C Mutch International Journal of Progressive Education 9 (2), 98-116, 2013 | 45 | 2013 |
| Quiet heroes: Teachers and the Canterbury, New Zealand, earthquakes C Mutch Australasian Journal of Disaster and Trauma Studies 19 (2), 77-86, 2015 | 43 | 2015 |
| COVID-19 and the exacerbation of educational inequalities in New Zealand C Mutch Sun Media Bloemfontein Pty Ltd, 2021 | 41 | 2021 |
| From collusion to collective compassion: putting heart back into the neoliberal university C Mutch, J Tatebe Pastoral Care in Education 35 (3), 221-234, 2017 | 36 | 2017 |
Jennifer TatebeUniversity of Auckland在 auckland.ac.nz 的电子邮件经过验证
