| When two sensory modes are better than one. S Tindall-Ford, P Chandler, J Sweller Journal of experimental psychology: Applied 3 (4), 257, 1997 | 845 | 1997 |
| Learning by imagining. G Cooper, S Tindall-Ford, P Chandler, J Sweller Journal of Experimental Psychology: Applied 7 (1), 68, 2001 | 302 | 2001 |
| Cognitive load theory and human movement: Towards an integrated model of working memory S Sepp, SJ Howard, S Tindall-Ford, S Agostinho, F Paas Educational Psychology Review 31 (2), 293-317, 2019 | 98 | 2019 |
| Giving learning a helping hand: Finger tracing of temperature graphs on an iPad S Agostinho, S Tindall-Ford, P Ginns, SJ Howard, W Leahy, F Paas Educational Psychology Review 27 (3), 427-443, 2015 | 96 | 2015 |
| Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects S Tindall-Ford, J Sweller Instructional science 34 (4), 343-365, 2006 | 68 | 2006 |
| Adaptive diagrams: Handing control over to the learner to manage split-attention online S Agostinho, S Tindall-Ford, K Roodenrys Computers & Education 64, 52-62, 2013 | 47 | 2013 |
| School-university partnerships in Australia: A systematic literature review CA Green, SK Tindall-Ford, MJ Eady Asia-Pacific Journal of Teacher Education 48 (4), 403-435, 2020 | 42 | 2020 |
| Computer-based learning of geometry from integrated and split-attention worked examples: The power of self-management S Tindall-Ford, S Agostinho, S Bokosmaty, F Paas, P Chandler Journal of Educational Technology & Society 18 (4), 89-99, 2015 | 39* | 2015 |
| School middle leadership: A systematic review K Lipscombe, S Tindall-Ford, J Lamanna Educational Management Administration & Leadership, 1741143220983328, 2021 | 37 | 2021 |
| Learning from instructor‐managed and self‐managed split‐attention materials C Gordon, S Tindall‐Ford, S Agostinho, F Paas Applied Cognitive Psychology 30 (1), 1-9, 2016 | 35 | 2016 |
| Middle leading in Australian schools: professional standards, positions, and professional development K Lipscombe, C Grice, S Tindall-Ford, J De-Nobile School leadership & management 40 (5), 406-424, 2020 | 26 | 2020 |
| Applying cognitive psychology principles to education and training P Chandler, G Cooper, E Pollock, S Tindall-Ford Sydney, Australia: School of Education Studies, University of New South …, 1998 | 19 | 1998 |
| Middle leading and influence in two Australian schools K Lipscombe, S Tindall-Ford, P Grootenboer Educational Management Administration & Leadership 48 (6), 1063-1079, 2020 | 17 | 2020 |
| Adaptive diagrams: a research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load S Agostinho, S Tindall-Ford, S Bokosmaty Handbook of human centric visualization, 529-550, 2014 | 16 | 2014 |
| Exploring the Australian teacher education ‘partnership’policy landscape: Four case studies S White, S Tindall-Ford, D Heck, S Ledger Educating future teachers: Innovative perspectives in professional …, 2018 | 15 | 2018 |
| Co-designing educational policy: Professional voice and policy making post-COVID P Kidson, K Lipscombe, SK Tindall-Ford | 14 | 2020 |
| 'Fitting into the teaching profession': Supervising teachers' judgements during the practicum. L Sheridan, SK Tindall-Ford Australian Journal of Teacher Education 43 (8), 46-64, 2018 | 14 | 2018 |
| Self-management of cognitive load: 157Potential and challenges F Mirza, S Agostinho, S Tindall-Ford, F Paas, P Chandler Advances in cognitive load theory, 157-167, 2019 | 13 | 2019 |
| Advances in cognitive load theory S Tindall-Ford, S Agostinho, J Sweller London: Routledge, 2020 | 12 | 2020 |
| Immersion programs in Australia: Exploring four models for developing ‘classroom-ready’teachers S Tindall-Ford, S Ledger, J Williams, A Ambrosetti Educating future teachers: Innovative perspectives in professional …, 2018 | 11 | 2018 |
