| Coming into an inheritance: Family support and Chinese heritage language learning GM Mu, K Dooley International Journal of Bilingual Education and Bilingualism 18 (4), 501-515, 2015 | 101 | 2015 |
| A meta-analysis of the correlation between heritage language and ethnic identity GM Mu Journal of Multilingual and Multicultural Development 36 (3), 239-254, 2015 | 94 | 2015 |
| Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context VN Hoi, GM Mu British Journal of Educational Technology 52 (2), 879-898, 2021 | 86 | 2021 |
| Building resilience of students with disabilities in China: The role of inclusive education teachers GM Mu, Y Hu, Y Wang Teaching and Teacher Education 67, 125-134, 2017 | 86 | 2017 |
| Rural dispositions of floating children within the field of Beijing schools: Can disadvantaged rural habitus turn into recognised cultural capital? GM Mu, N Jia British Journal of Sociology of Education 37 (3), 408-426, 2016 | 69 | 2016 |
| Building pedagogical content knowledge within professional learning communities: An approach to counteracting regional education inequality GM Mu, W Liang, L Lu, D Huang Teaching and Teacher Education 73, 24-34, 2018 | 66 | 2018 |
| Living with Vulnerabilities and Opportunities in a Migration Context: Floating Children and Left-Behind Children in China GM Mu, Y Hu Sense Publishers, 2016 | 64 | 2016 |
| Learning Chinese as a heritage language in Australia and beyond: The role of capital GM Mu Language and Education 28 (5), 477-492, 2014 | 61 | 2014 |
| Building resilience of floating children and left-behind children in China: Power, politics, participation, and education GM mu | 58 | 2018 |
| Chinese inclusive education teachers' agency within temporal-relational contexts Y Wang, GM Mu, L Zhang Teaching and Teacher Education 61, 115-123, 2017 | 56 | 2017 |
| Learning Chinese as a heritage language: An Australian perspective GM Mu Multilingual Matters, 2015 | 56 | 2015 |
| Theory as Method in Research M Murphy, C Costa London: Routledge, 2015 | 54 | 2015 |
| The SAGE handbook of inclusion and diversity in education MJ Schuelka, AJ Artiles, G Thomas, CJ Johnstone SAGE Publications Ltd, 2019 | 52 | 2019 |
| Heritage language learning for Chinese Australians: The role of habitus GM Mu Journal of Multilingual and Multicultural Development 35 (5), 497-510, 2014 | 52 | 2014 |
| Revisiting the trajectories of special teacher education in China through policy and practice Y Wang, GM Mu International Journal of Disability, Development and Education 61 (4), 346-361, 2014 | 51 | 2014 |
| Revisiting educational equity and quality in China through Confucianism, policy, research, and practice GM Mu, X Zheng, N Jia, X Li, S Wang, Y Chen, Y He, L May, M Carter, ... The Australian Educational Researcher 40, 373-389, 2013 | 51 | 2013 |
| Bourdieu and Chinese education GM Mu, K Dooley, A Luke Routledge, 2019 | 49 | 2019 |
| Interpreting the Chinese diaspora: Identity, socialisation, and resilience according to Pierre Bourdieu GM Mu, B Pang Routledge, 2019 | 44 | 2019 |
| Validation of the Chinese version of the 12-item child and youth resilience measure GM Mu, Y Hu Children and youth services review 70, 332-339, 2016 | 44 | 2016 |
| An enquiry into the professional competence of inclusive education teachers in Beijing: Attitudes, knowledge, skills, and agency GM Mu, Y Wang, Z Wang, Y Feng, M Deng, S Liang International Journal of Disability, Development and Education 62 (6), 571-589, 2015 | 42 | 2015 |
