| The importance of relationships in teacher education I Oberski, K Ford, S Higgins, P Fisher Journal of Education for Teaching 25 (2), 135-150, 1999 | 139 | 1999 |
| Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners? S Higgins, V Baumfield, M Lin, D Moseley, M Butterworth, G Downey, ... | 72 | 2004 |
| Computer-aided qualitative analysis of interview data: Some recommendations for collaborative working K Ford, I Oberski, S Higgins The Qualitative Report 4 (3), 4, 2000 | 60 | 2000 |
| Rudolf Steiner’s philosophy of freedom as a basis for spiritual education? I Oberski International Journal of Children's Spirituality 16 (1), 5-17, 2011 | 57 | 2011 |
| What do teachers think about thinking skills? V Baumfield, I Oberski Quality Assurance in Education 6 (1), 44-51, 1998 | 46 | 1998 |
| University continuing education: The role of communications and information technology M Osborne, I Oberski Journal of European Industrial Training 28 (5), 414-428, 2004 | 45 | 2004 |
| Holism in teacher development: A Goethean perspective I Oberski, J McNally Teaching and Teacher Education 23 (6), 935-943, 2007 | 44 | 2007 |
| Learning to think in Steiner-Waldorf schools I Oberski Journal of Cognitive Education and Psychology 5 (3), 336-349, 2006 | 38 | 2006 |
| 'They should try to find out what the children like': Exploring Engagement in Learning C Stephen, P Cope, I Oberski, P Shand Scottish Educational Review 40 (2), 17-28, 2008 | 37* | 2008 |
| The community gerontological nurse: themes from a needs analysis IM Oberski, DE Carter, M Gray, J Ross Journal of Advanced Nursing 29 (2), 454-462, 1999 | 36 | 1999 |
| Learning and conceptions of understanding in history and science: Lecturers and new graduates compared DP Newton, LD Newton, I Oberski Studies in Higher Education 23 (1), 43-58, 1998 | 35 | 1998 |
| Territoriality and site‐related dominance: on two related concepts in avian social organization IM Oberski, JD Wilson Ethology 87 (3‐4), 225-236, 1991 | 35 | 1991 |
| Right at the start: an agenda for research and development in teacher induction J McNally, I Oberski Teacher Development 7 (1), 59-74, 2003 | 27 | 2003 |
| A new module in caring for older adults: problem-based learning and practice portfolios G Matthews-Smith, I Oberski, M Gray, D Carter, L Smith Journal of Nursing Education 40 (2), 73-78, 2001 | 17 | 2001 |
| Evaluating online work-based education for managers in SMEs: Some initial observations I Oberski, A Palomar, C Noya, E Ruggiero, F Herrera, K Korhonen, ... Industry and Higher Education 14 (3), 200-203, 2000 | 16 | 2000 |
| Assessing problem‐based learning with practice portfolios: one innovation too many? IM Oberski*, G Matthews‐Smith, M Gray, DE Carter Innovations in Education and Teaching International 41 (2), 207-221, 2004 | 14 | 2004 |
| A Goethean way of seeing inclusively? I Oberski European Journal of Special Needs Education 18 (3), 333-340, 2003 | 12 | 2003 |
| Validating a Steiner–Waldorf teacher education programme I Oberski, A Pugh, A MacLean, P Cope Teaching in Higher Education 12 (1), 135-139, 2007 | 11 | 2007 |
| Computer-aided qualitative analysis of interview data: some recommendations for collaborative working SE Higgins, K Ford, I Oberski The Qualitative Report, 2000 | 9 | 2000 |
| Fostering Curriculum for Excellence teachers’ freedom and creativity through developing their intuition and imagination: some insights from Steiner-Waldorf education I Oberski Scottish Educational Review 41 (2), 20-31, 2009 | 7 | 2009 |
