| When two sensory modes are better than one. S Tindall-Ford, P Chandler, J Sweller Journal of experimental psychology: Applied 3 (4), 257, 1997 | 928 | 1997 |
| Learning by imagining. G Cooper, S Tindall-Ford, P Chandler, J Sweller Journal of Experimental Psychology: Applied 7 (1), 68, 2001 | 341 | 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, 293-317, 2019 | 199 | 2019 |
| School middle leadership: A systematic review K Lipscombe, S Tindall-Ford, J Lamanna Educational Management Administration & Leadership 51 (2), 270-288, 2023 | 155 | 2023 |
| 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, 427-443, 2015 | 127 | 2015 |
| 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 | 119 | 2020 |
| Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects S Tindall-Ford, J Sweller Instructional science 34, 343-365, 2006 | 77 | 2006 |
| 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 | 63 | 2020 |
| 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 | 55 | 2013 |
| 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 | 49* | 2015 |
| 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 | 46 | 2016 |
| Middle leading and influence in two Australian schools K Lipscombe, S Tindall-Ford, P Grootenboer Educational Management Administration & Leadership 48 (6), 1063-1079, 2020 | 35 | 2020 |
| Advances in cognitive load theory S Tindall-Ford, S Agostinho, J Sweller London: Routledge, 2020 | 29 | 2020 |
| Co-designing educational policy: Professional voice and policy making post-COVID P Kidson, K Lipscombe, SK Tindall-Ford | 22 | 2020 |
| 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 | 21 | 2019 |
| 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 | 21 | 1998 |
| 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 | 20 | 2018 |
| " Fitting into the teaching profession": Supervising teachers' judgements during the practicum L Sheridan, SK Tindall-Ford Australian Journal of Teacher Education (Online) 43 (8), 46-64, 2018 | 19 | 2018 |
| 'Touch the screen': linking touch-based educational technology with learning-a synthesis of current research S Agostinho, P Ginns, S Tindall-Ford, MF Mavilidi, F Paas Educational technologies: Challenges, applications and learning outcomes, 33-57, 2016 | 17 | 2016 |
| 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, 2013 | 16 | 2013 |
