| The role of beliefs in teacher agency G Biesta, M Priestley, S Robinson Teachers and teaching 21 (6), 624-640, 2015 | 1619 | 2015 |
| Teacher agency: An ecological approach MR Priestley, G Biesta, S Robinson Bloomsbury Publishing, 2015 | 1129 | 2015 |
| Teacher agency in curriculum making: Agents of change and spaces for manoeuvre M Priestley, R Edwards, A Priestley, K Miller Curriculum inquiry 42 (2), 191-214, 2012 | 964 | 2012 |
| Teacher agency M Priestley, S Robinson, G Biesta Bloomsbury Publishing, 2015 | 547 | 2015 |
| Teachers as agents of change: Teacher agency and emerging models of curriculum M Priestley, G Biesta, S Robinson Reinventing the curriculum: New trends in curriculum policy and practice 20 …, 2013 | 322 | 2013 |
| Reinventing the curriculum G Biesta, M Priestley Reinventing the Curriculum, 1-256, 2013 | 301 | 2013 |
| Talking about education: Exploring the significance of teachers' talk for teacher agency G Biesta, M Priestley, S Robinson Teachers Matter–But How?, 38-54, 2019 | 291 | 2019 |
| Schools, teachers, and curriculum change: A balancing act? M Priestley Journal of educational change 12 (1), 1-23, 2011 | 287 | 2011 |
| The global dimension in education and education for global citizenship: Genealogy and critique G Mannion, G Biesta, M Priestley, H Ross The political economy of global citizenship education, 134-147, 2016 | 273 | 2016 |
| The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu M Priestley, W Humes Oxford Review of Education 36 (3), 345-361, 2010 | 259 | 2010 |
| Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education D Sime, M Priestley Journal of Computer assisted learning 21 (2), 130-142, 2005 | 242 | 2005 |
| Whatever happened to curriculum theory? Critical realism and curriculum change M Priestley Pedagogy, culture & society 19 (2), 221-237, 2011 | 237 | 2011 |
| The teacher and the curriculum: Exploring teacher agency M Priestley, GJJ Biesta, S Philippou, S Robinson The SAGE handbook of curriculum, pedagogy and assessment, 187-201, 2015 | 204 | 2015 |
| Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand M Priestley, C Sinnema Creating Curricula: Aims, Knowledge and Control, 61-86, 2018 | 183 | 2018 |
| Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change CS Wallace, M Priestley Journal of curriculum studies 43 (3), 357-381, 2011 | 179 | 2011 |
| Global discourses and national reconstruction: The impact of globalization on curriculum policy M Priestley The Curriculum Journal 13 (1), 121-138, 2002 | 135 | 2002 |
| Curriculum for Excellence:‘A brilliant idea, but…’ M Priestley, S Minty Scottish Educational Review 45 (1), 39-52, 2013 | 131 | 2013 |
| Curriculum for Excellence: transformational change or business as usual? M Priestley Scottish Educational Review 42 (1), 23-36, 2010 | 126 | 2010 |
| Ruffling the calm of the ocean floor: Merging practice, policy and research in assessment in Scotland L Hayward, M Priestley*, M Young Oxford Review of Education 30 (3), 397-415, 2004 | 118 | 2004 |
| School-based curriculum development in Scotland: Curriculum policy and enactment M Priestley, S Minty, M Eager Pedagogy, Culture & Society 22 (2), 189-211, 2014 | 115 | 2014 |
