| The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability JE Dyment, JM Davis, D Nailon, S Emery, S Getenet, N McCrea, A Hill Environmental education research 20 (5), 660-679, 2014 | 122 | 2014 |
| Design-based research in doctoral studies: Adding a new dimension to doctoral research W Goff, S Getenet International Journal of Doctoral Studies 12, 107-121, 2017 | 61 | 2017 |
| Towards' operating within'the field: doctoral students' views of supervisors' discipline expertise J Gube, S Getenet, A Satariyan, Y Muhammad International Journal of Doctoral Studies 12, 1-16, 2017 | 55 | 2017 |
| Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives A Hill, S Emery, D Nailon, J Dyment, S Getenet, N McCrea, JM Davis Australasian Journal of Early Childhood 39 (3), 14-22, 2014 | 45 | 2014 |
| Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge ST Getenet, K Beswick, R Callingham Education and Information Technologies 21, 19-34, 2016 | 41 | 2016 |
| Adapting technological pedagogical content knowledge framework to teach mathematics ST Getenet Education and Information Technologies 22, 2629-2644, 2017 | 37 | 2017 |
| Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university S Getenet International journal of innovative interdisciplinary research 2 (2), 9-20, 2013 | 37 | 2013 |
| Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge S Getenet, R Callingham Mathematics Education Research Journal 33 (2), 201-221, 2021 | 35 | 2021 |
| Using design-based research to bring partnership between researchers and practitioners S Getenet Educational Research 61 (4), 482-494, 2019 | 31 | 2019 |
| Teaching fractions for understanding: addressing interrelated concepts S Getenet, R Callingham Proceedings of the 40th annual conference of the Mathematics Education …, 2017 | 19 | 2017 |
| Exploring supervisory support in an Australian university: Perspectives of doctoral students in an education faculty A Satariyan, S Getenet, J Gube, Y Muhammad JANZSSA: Journal of the Australian and New Zealand Student Services …, 2015 | 17 | 2015 |
| Designing a professional development program for mathematics teachers for effective use of technology in teaching ST Getenet Education and Information Technologies 25 (3), 1855-1873, 2020 | 16 | 2020 |
| Teenagers perceptions of teachers: A developmental argument JF, K Swabey, D Pullen, S Getenet, T Dowden Australian Journal of Teacher Education (Online) 43 (2), 26-38, 2018 | 13 | 2018 |
| What is Next in Educational Research? S Fan, J Fielding-Wells Springer, 2016 | 11 | 2016 |
| Conceptualising technology integrated mathematics teaching: The STAMP knowledge framework ST Getenet, K Beswick, R Callingham Proceedings of the 2015 annual conference for the psychology of mathematics …, 2015 | 9 | 2015 |
| Using ICT in Teaching a Specific Mathematics Concept: Graphs of Logarithmic Functions. ST Getenet, K Beswick North American Chapter of the International Group for the Psychology of …, 2014 | 8 | 2014 |
| Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development: Ethiopia ST Getenet University of Tasmania, 2015 | 6 | 2015 |
| Teachers’ knowledge framework for designing numeracy rich tasks across non-mathematics curriculum areas ST Getenet International Journal of Education in Mathematics, Science and Technology 10 …, 2022 | 5 | 2022 |
| Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program S Getenet, K Beswick Educational Assessment, Evaluation and Accountability 33 (4), 591-620, 2021 | 3 | 2021 |
| Publication Preview Source The practice of using NAPLAN numeracy test results: A review of the literature Getenet, Fanshawe Making waves, opening spaces (Proceedings of the 41st annual conference of …, 2018 | 3* | 2018 |
Sherridan EmeryResearcherVerified email at utas.edu.au
Sherridan EmeryResearcherVerified email at utas.edu.au