| A case study of the generation and benefits of a community of practice and its impact on the professional identity of early childhood teachers J Kirkby, L Walsh, A Keary Professional Development in Education 45 (2), 264-275, 2019 | 30 | 2019 |
| The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching J Kirkby, A Keary, L Walsh European Early Childhood Education Research Journal 26 (5), 674-687, 2018 | 19 | 2018 |
| School principals speaking back to widening participation policies in higher education J Blackmore, K Hutchison, A Keary Journal of Educational Administration and History 49 (2), 108-127, 2017 | 19 | 2017 |
| Sedimented professional identities: early childhood education pre-service teachers A Keary, R Babaeff, S Clarke, K Garnier Teachers and Teaching 26 (3-4), 264-279, 2020 | 17 | 2020 |
| In/exclusion: The politics of difference A Keary International Journal of Inclusive Education 2 (3), 225-235, 1998 | 15 | 1998 |
| Hit the ground running? An exploratory study of the positionings teachers and international students take or ascribe to others on academic language A Filipi, A Keary The Australian Educational Researcher 45, 363-382, 2018 | 13 | 2018 |
| Non-linear transitions: An intergenerational longitudinal study of today’s young women in education and work L Walsh, A Keary, J Gleeson Young 27 (5), 468-485, 2019 | 9 | 2019 |
| De/Composing Gran's Photo Album A Keary Cultural Studies 27 (6), 955-981, 2013 | 8 | 2013 |
| Assessing the reading and writing of EAL/D students: Issues and implications J Miller, A Keary, J Windle TESOL in Context S 3, 1-15, 2012 | 8 | 2012 |
| Changing images of mother/mothering A Keary Australasian Journal of Early Childhood 25 (2), 13-17, 2000 | 8 | 2000 |
| ‘I’m learning how to do it’: reflecting on the implementation of a new assessment tool in an Australian Early Childhood A Keary, S Garvis, H Zheng, L Walsh International Journal of Inclusive Education 26 (13), 1274-1288, 2022 | 7 | 2022 |
| The role of membership viewpoints in shaping language teacher associations: AQ methodology analysis Y Slaughter, G Bonar, A Keary TESOL Quarterly 56 (1), 281-307, 2022 | 7 | 2022 |
| 'Language shades everything': Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds A Keary, J Kirkby TESOL in Context 26 (1), 27-44, 2017 | 7 | 2017 |
| Catholic mothers and daughters: Resilient conversations A Keary Culture and Religion 15 (1), 21-38, 2014 | 6 | 2014 |
| Education and an ethics of care when working with refugee families during COVID-19 A Keary, A Reupert, M Kaukko, J Wilkinson Early Years 43 (4-5), 875-888, 2023 | 5 | 2023 |
| Education, work and Catholic life: Stories of three generations of Australian mothers and daughters A Keary Springer, 2019 | 5 | 2019 |
| Catholic girls: the mother–daughter nexus A Keary Gender and Education 23 (6), 695-709, 2011 | 5 | 2011 |
| Home language literacy practices: learning opportunities for primary EAL students M Turner, A Keary, E Tour The Australian Educational Researcher 50 (5), 1513-1531, 2023 | 4 | 2023 |
| Educators’ construction of a sense of belonging in ECEC: An Australian case study A Keary, H Zheng, S Garvis Education Sciences 13 (5), 510, 2023 | 3 | 2023 |
| Resilience, global threat, and international professional experience J Faulkner, A Keary, J Drew Narratives of learning through international professional experience, 153-167, 2017 | 3 | 2017 |
