| Evaluating the impact of teacher professional development: An evidence-based framework F King Professional development in education 40 (1), 89-111, 2014 | 332 | 2014 |
| Teacher professional development to support teacher professional learning: Systemic factors from Irish case studies F King Teacher development 20 (4), 574-594, 2016 | 144 | 2016 |
| The role of leadership in developing and sustaining teachers' professional learning F King Management in education 25 (4), 149-155, 2011 | 129 | 2011 |
| Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans Ó Ní Bhroin, F King European Journal of Teacher Education 43 (1), 38-63, 2020 | 117 | 2020 |
| Generating change from below: what role for leadership from above? F King, H Stevenson Journal of educational administration 55 (6), 657-670, 2017 | 91 | 2017 |
| Supporting the enactment of inclusive pedagogy in a primary school A Brennan, F King, J Travers International Journal of Inclusive Education 25 (13), 1540-1557, 2021 | 67 | 2021 |
| Professional learning: empowering teachers? F King Professional development in education 45 (2), 169-172, 2019 | 42 | 2019 |
| Professional learning and the individual education plan process: Implications for teacher educators F King, O Ní Bhroin, A Prunty Professional development in education 44 (5), 607-621, 2018 | 33 | 2018 |
| Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice A Brennan, F King Cambridge journal of education 52 (2), 175-193, 2022 | 27 | 2022 |
| Evolving perspective (s) of teacher leadership: An exploration of teacher leadership for inclusion at preservice level in the Republic of Ireland F King International Studies in Educational Administration 45 (3), 5-21, 2017 | 27 | 2017 |
| What is the problem? A critical review of social justice leadership preparation and development D Torrance, C Forde, F King, J Razzaq Professional Development in Education 47 (1), 22-35, 2021 | 25 | 2021 |
| Social justice leadership through the lens of ecological systems theory F King, J Travers A Global Perspective ofSocial Justice Leadership for School Principals …, 2017 | 25 | 2017 |
| Special Education in Irish Classrooms: A Practical Guide F King Primary ABC, 2006 | 25 | 2006 |
| Leadership learning for pre-service and early career teachers: Insights from Ireland and Scotland F King, M McMahon, D Nguyen, S Roulston International Studies in Educational Administration 47 (2), 6-22, 2019 | 23 | 2019 |
| Self-study enabling understanding of the scholarship of teaching and learning: An exploration of collaboration among teacher educators for special and inclusive education F King, A Logan, A Lohan Studying Teacher Education 15 (2), 118-138, 2019 | 21 | 2019 |
| Developing and sustaining teachers’ professional Learning: a case study of collaborative professional development. F King University of Lincoln, 2012 | 21 | 2012 |
| A transformative professional learning meta-model to support leadership learning and growth of early career teachers F King, E Holland International journal of leadership in education, 1-25, 2022 | 17 | 2022 |
| Teachers’ knowledge and practice relating to the individual education plan and learning outcomes for pupils with special educational needs ÓN Bhroin, F King, A Prunty REACH: Journal of Inclusive Education in Ireland 29 (2), 78-90, 2016 | 17 | 2016 |
| Inspiring Inclusion in Your Classroom and Beyond. A Donnelly, E Holland, F King, AKM Clasborn, E Lunney, J Higgins, ... International Journal of Teacher Leadership 10 (2), n2, 2019 | 14 | 2019 |
| Self-esteem: Defining, measuring and promoting an elusive concept A Lohan, F King REACH-Journal of Special Needs Education in Ireland 29 (2), 116-127, 2016 | 12 | 2016 |
