| Curriculum decisions–the challenges of teacher autonomy over knowledge selection for history BM Ormond Journal of Curriculum Studies 49 (5), 599-619, 2017 | 100 | 2017 |
| Historical knowledge in a knowledge economy–what types of knowledge matter? R Harris, B Ormond Educational Review 71 (5), 564-580, 2019 | 33 | 2019 |
| Powerful knowledge in history: Disciplinary strength or weakened episteme? B Ormond Knowledge and the future of the curriculum: International studies in social …, 2014 | 30 | 2014 |
| The impact of standards-based assessment on knowledge for history education in New Zealand BM Ormond Assessment in Education: Principles, Policy & Practice 26 (2), 143-165, 2019 | 28 | 2019 |
| Enabling students to read historical images: The value of the three-level guide for historical inquiry B Ormond The History Teacher 44 (2), 179-190, 2011 | 24 | 2011 |
| Shifts in Knowledge Teaching: The unexpected consequences of assessment practices on secondary history. B Ormond Pacific-Asian Education Journal 23 (1), 2011 | 15 | 2011 |
| Transformative shifts in art history teaching: the impact of standards-based assessment B Ormond Curriculum Journal 22 (4), 567-590, 2011 | 9 | 2011 |
| Knowledge and the New Zealand curriculum ‘refresh’ G McPhail, B Ormond, A Siteine Journal of Curriculum Studies 55 (5), 509-526, 2023 | 8 | 2023 |
| Knowledge in history education: History teachers as curriculum makers B Ormond ResearchSpace@ Auckland, 2019 | 6 | 2019 |
| Conceptions of knowledge in history teaching B Ormond Knowledge, Curriculum and Equity, 102-116, 2017 | 6 | 2017 |
| Aligning curriculum and assessment-divergent approaches in the framing of knowledge B Ormond Curriculum Matters 8, 9-32, 2012 | 5 | 2012 |
| Knowledge marginalisation in curriculum and practice: Walking the tightrope between curricula freedom and accountability B Ormond Perspectives on the knowledge problem in New Zealand education: Towards …, 2021 | 4 | 2021 |
| A history curriculum for New Zealand in the 21st century B Ormond, J Morgan Edify Ltd, 2015 | 3 | 2015 |
| Pedagogy and pictorial evidence: interpreting Post-Reformation English prints in context B Ormond The Curriculum Journal 22 (1), 3-27, 2011 | 1 | 2011 |
| Decolonisation and the curriculum: Applying a social realist lens B Ormond Emerging Perspectives from Social Realism on Knowledge and Education, 68-86, 2024 | | 2024 |
| Applying a social realist lens B Ormond Emerging Perspectives from Social Realism on Knowledge and Education …, 2024 | | 2024 |
| Curriculum Change: The challenges of educating pre-service teachers during a time of shifting curriculum conceptions B Ormond | | 2024 |
| Knowledge in the ‘Curriculum Refresh’: Using the Curriculum Design Coherence Model to Analyse Curriculum Documents B Ormond | | 2023 |
| Decolonisation, Indigenous Knowledge and Powerful Knowledge: Are these compatible? B Ormond | | 2022 |
| Knowing History in Schools—Powerful knowledge and the powers of knowledge A. Chapman (Ed) London: UCL Press, i–266, 2021, 284 pp, ISBN 978‐1‐78735‐732‐7.£ 45.00 (hardback … B Ormond The Curriculum Journal 33 (1), 147-149, 2022 | | 2022 |
