| Ethical responsibility in social research H Piper, H Simons Research methods in the social sciences, 56-63, 2005 | 255 | 2005 |
| Reflexivity, the picturing of selves, the forging of method I Stronach, D Garratt, C Pearce, H Piper Qualitative inquiry 13 (2), 179-203, 2007 | 199 | 2007 |
| ‘Touch’in educational and child care settings: dilemmas and responses H Piper, H Smith British educational research journal 29 (6), 879-894, 2003 | 179 | 2003 |
| Seeing voices and hearing pictures: Image as discourse and the framing of image-based research H Piper, J Frankham Discourse: studies in the cultural politics of education 28 (3), 373-387, 2007 | 165 | 2007 |
| Don’t touch H Piper, I Stronach The educational story of a panic. London ua, 2008 | 154 | 2008 |
| Ethical research, academic freedom and the role of ethics committees and review procedures in educational research P Sikes, H Piper International Journal of Research & Method in Education 33 (3), 205-213, 2010 | 104 | 2010 |
| Can liberal education make a comeback? The case of “relational touch” at Summerhill School I Stronach, H Piper SAGE Publications 45 (1), 6-37, 2008 | 98 | 2008 |
| Child abuse, child protection, and defensive ‘touch’in PE teaching and sports coaching H Piper, D Garratt, B Taylor Moral Panic in Physical Education and Coaching, 9-24, 2017 | 95 | 2017 |
| Sports coaching in risk society: No touch! No trust! H Piper, B Taylor, D Garratt Sport, education and society 17 (3), 331-345, 2012 | 92 | 2012 |
| Animal abuse as a sentinel for human violence: A critique EG Patterson‐Kane, H Piper Journal of Social Issues 65 (3), 589-614, 2009 | 84 | 2009 |
| Researching sex and lies in the classroom: Allegations of sexual misconduct in schools P Sikes, H Piper Routledge, 2009 | 83 | 2009 |
| The impact of different modes of assessment on achievement and progress in the learning and skills sector H Torrance, H Colley, D Garratt, J Jarvis, H Piper, K Ecclestone, D James Learning and Skills Development Agency, 2005 | 82 | 2005 |
| Disaffected young people as the problem. Mentoring as the solution. Education and work as the goal H Piper, J Piper Journal of Education and Work 13 (1), 77-94, 2000 | 81 | 2000 |
| All teachers are vulnerable but especially gay teachers: using composite fictions to protect research participants in pupil—teacher sex-related research H Piper, P Sikes Qualitative Inquiry 16 (7), 566-574, 2010 | 74 | 2010 |
| Parents, professionals, and paranoia: The touching of children in a culture of fear H Piper, J Powell, H Smith Journal of Social Work 6 (2), 151-167, 2006 | 73 | 2006 |
| The linkage of animal abuse with interpersonal violence: A sheep in wolf's clothing? H Piper Journal of Social Work 3 (2), 161-177, 2003 | 73 | 2003 |
| ‘Safeguarding’sports coaching: Foucault, genealogy and critique D Garratt, H Piper, B Taylor Moral Panic in Physical Education and Coaching, 41-55, 2017 | 64 | 2017 |
| Sports coaches as ‘dangerous individuals’—practice as governmentality WG Taylor, H Piper, D Garratt Sport, education and society 21 (2), 183-199, 2016 | 59 | 2016 |
| Ethical issues in generating public knowledge H Piper, H Simons Sage Publications, 2011 | 51 | 2011 |
| Identity and citizenship: Some contradictions in practice H Piper, D Garratt British Journal of educational studies 52 (3), 276-292, 2004 | 45 | 2004 |
