| What is reflection? Looking for clarity in an ambiguous notion M Clarà Journal of teacher education 66 (3), 261-271, 2015 | 436 | 2015 |
| Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology M Clarà, E Barberà Distance Education 34 (1), 129-136, 2013 | 351 | 2013 |
| Three problems with the connectivist conception of learning M Clarà, E Barberà Journal of Computer Assisted Learning 30 (3), 197-206, 2014 | 184 | 2014 |
| Early career teachers' intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction N Kelly, M Cespedes, M Clarà, PA Danaher Australian Journal of Teacher Education (Online) 44 (3), 93-113, 2019 | 178 | 2019 |
| How instruction influences conceptual development: Vygotsky's theory revisited M Clarà Educational Psychologist 52 (1), 50-62, 2017 | 156 | 2017 |
| Teacher resilience and meaning transformation: How teachers reappraise situations of adversity M Clarà Teaching and Teacher Education 63, 82-91, 2017 | 150 | 2017 |
| El conocimiento práctico. Cuatro conceptualizaciones constructivistas de las relaciones entre conocimiento teórico y práctica educativa M Clarà, T Mauri Infancia y aprendizaje 33 (2), 131-141, 2010 | 140 | 2010 |
| Factors influencing student satisfaction and perceived learning in online courses E Barbera, M Clara, JA Linder-Vanberschot E-learning and Digital Media 10 (3), 226-235, 2013 | 126 | 2013 |
| Supporting collaborative reflection in teacher education: A case study M Clarà, T Mauri, R Colomina, J Onrubia European Journal of Teacher Education 42 (2), 175-191, 2019 | 119 | 2019 |
| Vygotsky and Vasilyuk on Perezhivanie: Two Notions and One Word M Clarà Mind, Culture, and Activity 23 (4), 284-293, 2016 | 64 | 2016 |
| Una discusión sobre el conocimiento práctico y sus relaciones con el conocimiento teórico y la práctica M Clarà, T Mauri Journal for the Study of Education and Development 33 (2), 199-207, 2010 | 64 | 2010 |
| Sharing initial teacher education between school and university: participants’ perceptions of their roles and learning T Mauri, J Onrubia, R Colomina, M Clarà Teachers and Teaching 25 (4), 469-485, 2019 | 54 | 2019 |
| Toward a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes M Clarà, T Mauri International Journal of Computer-Supported Collaborative Learning 5, 117-136, 2010 | 46 | 2010 |
| Patterns of interaction in the processes of joint reflection by student teachers T Mauri, M Clarà, R Colomina, J Onrubia Journal of Education for Teaching 43 (4), 427-443, 2017 | 43 | 2017 |
| Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer M Clarà, N Kelly, T Mauri, PA Danaher Asia-Pacific Journal of Teacher Education 45 (1), 86-98, 2017 | 43 | 2017 |
| Educational assistance to improve reflective practice among student teachers T Mauri, M Clarà, R Colomina Álvarez, J Onrubia Universidad de Almería, 2016 | 37 | 2016 |
| The Many Lives of the Word Perezhivanie M Clarà Mind, Culture, and Activity 23 (4), 339-342, 2016 | 35 | 2016 |
| The concept of situation and the microgenesis of the conscious purpose in cultural psychology M Clarà Human development 56 (2), 113-127, 2013 | 34 | 2013 |
| Representation and emotion causation: A cultural psychology approach M Clarà Culture & Psychology 21 (1), 37-58, 2015 | 33 | 2015 |
| Time in e‐Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e‐Learning E Barbera, M Clarà International Scholarly Research Notices 2012 (1), 640802, 2012 | 32 | 2012 |
