| 'Happy Objects' S Ahmed Duke University Press, 2010 | 794 | 2010 |
| Theoretical models of culture shock and adaptation in international students in higher education Y Zhou, D Jindal-Snape, K Topping, J Todman Studies in higher education 33 (1), 63-75, 2008 | 669 | 2008 |
| Creative learning environments in education—A systematic literature review D Davies, D Jindal-Snape, C Collier, R Digby, P Hay, A Howe Thinking skills and creativity 8, 80-91, 2013 | 375 | 2013 |
| A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories D Jindal-Snape, DJ Miller Educational Psychology Review 20 (3), 217-236, 2008 | 179 | 2008 |
| Teachers’ attitudes towards inclusion in high schools C Boyle, K Topping, D Jindal-Snape Teachers and Teaching 19 (5), 527-542, 2013 | 153 | 2013 |
| Understanding social learning relations of international students in a large classroom using social network analysis B Rienties, YF Héliot, D Jindal-Snape Higher Education 66 (4), 489-504, 2013 | 102 | 2013 |
| The importance of peer-support for teaching staff when including children with special educational needs C Boyle, K Topping, D Jindal-Snape, B Norwich School Psychology International 33 (2), 167-184, 2012 | 88 | 2012 |
| A holistic approach to primary—secondary transitions D Jindal-Snape, J Foggie Improving Schools 11 (1), 5-18, 2008 | 82 | 2008 |
| The roles and development needs of teachers to promote creativity: A systematic review of literature D Davies, D Jindal-Snape, R Digby, A Howe, C Collier, P Hay Teaching and Teacher Education 41, 34-41, 2014 | 79 | 2014 |
| Generalization and maintenance of social skills of children with visual impairments: Self-evaluation and the role of feedback D Jindal-Snape Journal of Visual Impairment & Blindness 98 (8), 470-483, 2004 | 63 | 2004 |
| Motivation of scientists in a government research institute: Scientists' perceptions and the role of management D Jindal-Snape, JB Snape Management Decision 44 (10), 1325-1343, 2006 | 61 | 2006 |
| The role of cultural background and team divisions in developing social learning relations in the classroom B Rienties, NH Nanclares, D Jindal-Snape, P Alcott Journal of Studies in International Education 17 (4), 332-353, 2013 | 54 | 2013 |
| Effective Education for Children with Autistic Spectrum Disorder: Perceptions of Parents and Professionals. D Jindal-Snape, W Douglas, KJ Topping, C Kerr, EF Smith International Journal of Special Education 20 (1), 77-87, 2005 | 53 | 2005 |
| To let students self-select or not: that is the question for teachers of culturally diverse groups B Rienties, P Alcott, D Jindal-Snape Journal of Studies in International Education 18 (1), 64-83, 2014 | 51 | 2014 |
| Educational transitions: Moving stories from around the world D Jindal-Snape Routledge, 2009 | 47 | 2009 |
| Drama Techniques for the Enhancement of Social-Emotional Development in People with Special Needs: Review of Research. D Jindal-Snape, E Vettraino International Journal of Special Education 22 (1), 107-117, 2007 | 46 | 2007 |
| A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice D Jindal‐Snape, EA Holmes Reflective Practice 10 (2), 219-232, 2009 | 45 | 2009 |
| Autistic Spectrum Disorders and Primary-Secondary Transition. D Jindal-Snape, W Douglas, KJ Topping, C Kerr, EF Smith International Journal of Special Education 21 (2), 18-31, 2006 | 42 | 2006 |
| Self-evaluation and recruitment of feedback for enhanced social interaction by a student with visual impairment D Jindal-Snape Journal of Visual Impairment & Blindness 99 (8), 486-498, 2005 | 33 | 2005 |
| Bridge building potential in cross-cultural learning: A mixed method study B Rienties, N Johan, D Jindal-Snape Asia Pacific Education Review 16 (1), 37-48, 2015 | 32 | 2015 |
