| Theory, technology and the music curriculum T Cain British Journal of Music Education 21 (2), 215-221, 2004 | 185 | 2004 |
| Teachers’ engagement with published research: Addressing the knowledge problem T Cain The curriculum journal 26 (3), 488-509, 2015 | 162 | 2015 |
| Teachers’ classroom‐based action research T Cain International Journal of Research & Method in Education 34 (1), 3-16, 2011 | 122 | 2011 |
| The characteristics of action research in music education T Cain British Journal of Music Education 25 (03), 283-313, 2008 | 119 | 2008 |
| The invisible impact of educational research T Cain, D Allan Oxford Review of Education 43 (6), 718-732, 2017 | 109 | 2017 |
| Teachers’ engagement with research texts: Beyond instrumental, conceptual or strategic use T Cain Journal of Education for Teaching 41 (5), 478-492, 2015 | 106 | 2015 |
| Action research as a tool of professional development of advisers and teachers in Croatia T Cain, S Milovic European Journal of Teacher Education 33 (1), 19-30, 2010 | 90 | 2010 |
| Mentoring trainee teachers: how can mentors use research? T Cain Mentoring & Tutoring: Partnership in Learning 17 (1), 53-66, 2009 | 89 | 2009 |
| Teachers’ action research in a culture of performativity T Cain, R Harris Educational action research 21 (3), 343-358, 2013 | 75 | 2013 |
| ‘Passing it on’: Beyond formal or informal pedagogies T Cain Music Education Research 15 (1), 74-91, 2013 | 74 | 2013 |
| RETAIN early career teacher retention programme: Evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century … T Ovenden-Hope, S Blandford, T Cain, B Maxwell Journal of Education for Teaching 44 (5), 590-607, 2018 | 71 | 2018 |
| The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England P Spencer, S Harrop, J Thomas, T Cain Professional development in education 44 (1), 33-46, 2018 | 70 | 2018 |
| Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching T Cain, S Brindley, C Brown, G Jones, F Riga British Educational Research Journal 45 (5), 1072-1087, 2019 | 68 | 2019 |
| Teacher Research T Cain Becoming a Research-Informed School, 120-138, 2018 | 68 | 2018 |
| Research utilisation and the struggle for the teacher’s soul: A narrative review T Cain European journal of teacher education 39 (5), 616-629, 2016 | 64 | 2016 |
| Denial, opposition, rejection or dissent: Why do teachers contest research evidence? T Cain Research Papers in Education 32 (5), 611-625, 2017 | 61 | 2017 |
| Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history T Cain, A Chapman Creating Curricula: Aims, Knowledge and Control, 122-140, 2018 | 51 | 2018 |
| Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff? A Savery, T Cain, J Garner, T Jones, E Kynaston, K Mould, L Nicholson, ... Outdoor Learning Research, 312-324, 2020 | 50 | 2020 |
| Investigación-acción en educación musical T Cain M. Díaz y A. Giráldez (Coords.), Investigación cualitativa en educación …, 2013 | 44 | 2013 |
| Too hard, too soft or just about right: paradigms in music teachers’ action research T Cain British Journal of Music Education 29 (3), 409-425, 2012 | 39 | 2012 |
