| What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada C Hill, P Rosehart, J St. Helene, S Sadhra Journal of Education for Teaching 46 (4), 565-575, 2020 | 147 | 2020 |
| More-than-reflective practice: Becoming a diffractive practitioner CM Hill Teacher Learning and Professional Development 2 (1), 2017 | 86 | 2017 |
| Disrupting boundaries in education and research S Smythe, C Hill, M MacDonald, D Dagenais, N Sinclair, K Toohey Cambridge University Press, 2017 | 76 | 2017 |
| The educational impact of the Covid-19 rapid response on teachers, students, and families: Insights from British Columbia, Canada M MacDonald, C Hill PROSPECTS, 1-15, 0 | 54 | |
| Activity theory as a framework for analysing knowledge building J Van Aalst, CM Hill Learning Environments Research 9 (1), 23-44, 2006 | 46 | 2006 |
| The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum M MacDonald, C Hill LEARNing Landscapes 11 (2), 271-286, 2018 | 18 | 2018 |
| Activity theory as a framework for analyzing participation within a knowledge building community CM Hill, M Cummings, J van Aalst Annual meeting of the American Educational Research Association, Chicago, IL, 2003 | 18 | 2003 |
| Seeking serendipity: teacher educators as adaptive experts during COVID P Rosehart, C Hill, A Sivia, S Sadhra, J St. Helene Journal of Education for Teaching, 1-15, 2022 | 12 | 2022 |
| Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian university CM Hill, M MacDonald Global Education Review 3 (4), 2016 | 12 | 2016 |
| Teaching and Learning Within Inter-Institutional Spaces: An Example from a Community-Campus Partnership in Teacher Education C Hill, P Rosehart, S Montabello, M MacDonald, D Blazevich, B Chi Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning …, 2019 | 11 | 2019 |
| The Problem and Potential of Representation: Being and Becoming M MacDonald, C Hill, N Sinclair Transforming Language and Literacy Education, 153-174, 2020 | 8 | 2020 |
| Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging M MacDonald, W Bowen, C Hill Journal of Philosophy in Schools 4 (1), 2017 | 8 | 2017 |
| Supporting Communities in Caring for Salmon and Each Other: Creek Restoration as a Site for Multi-System Change and Wholistic Re/conciliation C Hill, R Bailey, C Power, N McKenzie The Canadian Journal of Action Research 21 (3), 72-94, 2021 | 7 | 2021 |
| Opening doors for learners: barriers and challenges at the open university of Sri Lanka CM Hill OUSL Journal 5, 2009 | 7 | 2009 |
| Contradiction, culture and computers C Hill Unpublished master’s thesis, Simon Fraser University, Burnaby, BC, Canada, 2002 | 6 | 2002 |
| The transformative becomings of a nature-based educator C Hill Fostering a Relational Pedagogy, 56-70, 2018 | 5 | 2018 |
| Being and Becoming in Place: Embodied Ways of Knowing and Living Science M MacDonald, C Hill, P Tan Identity Landscapes, 83-93, 2020 | 3 | 2020 |
| Experienced Teachers as Novice Knowledge Builders in Online and Faceto-Face Environments: Informing Professional Development J van Aalst, C Hill EdMedia: World Conference on Educational Media and Technology, 1930-1931, 2001 | 3 | 2001 |
| Working in a ‘community-engaged’university during an era of reconciliation C Hill, M MacDonald The Australian Educational Researcher, 1-23, 2022 | 2 | 2022 |
| We are the Salmon Family: Inviting Reciprocal and Respectful Pedagogical Encounters With The Land C Hill, N Whintors, R Bailey Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning …, 2022 | 2 | 2022 |