| Block play performance among preschoolers as a predictor of later school achievement in mathematics CH Wolfgang, LL Stannard, I Jones Journal of Research in Childhood Education 15 (2), 173-180, 2001 | 333 | 2001 |
| The effects of recess timing on children’s playground and classroom behaviors AD Pellegrini, PD Huberty, I Jones American educational research journal 32 (4), 845-864, 1995 | 291 | 1995 |
| Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics C Wolfgang, L Stannard, I Jones Early Child Development and Care 173 (5), 467-475, 2003 | 188 | 2003 |
| Service-learning in early childhood teacher education: Using service to put meaning back into learning VE Lake, I Jones Teaching and Teacher Education 24 (8), 2146-2156, 2008 | 120 | 2008 |
| The effects of social relationships, writing media, and microgenetic development on first-grade students’ written narratives I Jones, AD Pellegrini American Educational Research Journal 33 (3), 691-718, 1996 | 109 | 1996 |
| Joint reading between mothers and their Head Start children: Vocabulary development in two text formats AD Pellegrini, L Galda, I Jones, J Perlmutter Discourse Processes 19 (3), 441-463, 1995 | 91 | 1995 |
| Differential social and academic effects of developmentally appropriate practices and beliefs I Jones, DF Gullo Journal of Research in Childhood Education 14 (1), 26-35, 1999 | 90 | 1999 |
| A longitudinal study of the predictive relations among construction play and mathematical achievement L Stannard, CH Wolfgang, I Jones, P Phelps Early Child Development and Care 167 (1), 115-125, 2001 | 78 | 2001 |
| Family composition, parental involvement and young children's academic achievement I Jones, CS White Early Child Development and Care 161 (1), 71-82, 2000 | 73 | 2000 |
| The effect of a word processor on the written composition of second-grade pupils I Jones Computers in the Schools 11 (2), 43-54, 1994 | 73 | 1994 |
| Active experiences for active children: Science C Seefeldt, A Galper, I Jones Pearson Higher Ed, 2011 | 72 | 2011 |
| Social relationships, peer collaboration and children's oral language I Jones Educational psychology 22 (1), 63-73, 2002 | 58 | 2002 |
| Collaborative writing and children’s use of literate language: A sequential analysis of social interaction I Jones Journal of Early Childhood Literacy 3 (2), 165-178, 2003 | 50 | 2003 |
| Attitudes of early childhood teachers toward family and community involvement I Jones, CS White, V Aeby, B Benson Early Education and Development 8 (2), 153-168, 1997 | 50 | 1997 |
| Early childhood science process skills I Jones, VE Lake, M Lin ON Saracho and B. Spodek (Ed. s) Contemporary Perspectives on science and …, 2008 | 42 | 2008 |
| Play, toys, and language AD Pellegrini, I Jones Toys, play, and child development, 27-45, 1994 | 40 | 1994 |
| Youtube & young children: research, concerns and new directions B Izci, I Jones, TB Özdemir, L Alktebi, E Bakir Crianças, famílias e tecnologias. Que desafios? Que caminhos?, 81-92, 2019 | 37 | 2019 |
| Peer relationships and writing development: a microgenetic analysis I Jones British Journal of Educational Psychology 68 (2), 229-241, 1998 | 37 | 1998 |
| Social contexts of learning literate language: The role of varied, familiar, and close peer relationships AD Pellegrini, E Melhuish, I Jones, L Trojanowska, R Gilden Learning and Individual differences 12 (4), 375-389, 2002 | 36 | 2002 |
| The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions. M Oren, I Jones International Education Studies 2 (4), 122-133, 2009 | 35 | 2009 |
