| Funds of knowledge 2.0: Towards digital funds of identity A Poole Learning, culture and social interaction 13, 50-59, 2017 | 64 | 2017 |
| ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China A Poole Cogent Education 3 (1), 1156242, 2016 | 61 | 2016 |
| Decoupling Chinese internationalised schools from normative constructions of the international school A Poole Compare: A Journal of Comparative and International Education, 2019 | 54 | 2019 |
| Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie A Poole, J Huang Mind, Culture, and Activity 25 (2), 125-137, 2018 | 54 | 2018 |
| International education teachers’ experiences as an educational precariat in China A Poole Journal of Research in International Education 18 (1), 60-76, 2019 | 52 | 2019 |
| " We Are a Chinese School": Constructing School Identity from the Lived Experiences of Expatriate and Chinese Teaching Faculty in a Type C International School in Shanghai, China. A Poole International Journal of Progressive Education 14 (1), 105-121, 2018 | 36 | 2018 |
| Internationalised School Teachers’ Experiences of Precarity as Part of the Global Middle Class in China: Towards Resilience Capital A Poole The Asia-Pacific Education Researcher, 1-9, 2019 | 31 | 2019 |
| Developing the notion of teaching in ‘International Schools’ as precarious: Towards a more nuanced approach based upon ‘transition capital’ A Poole, T Bunnell Globalisation, Societies and Education, 2020 | 30 | 2020 |
| Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’to the ‘lived Profile’ A Poole Journal of Research in International Education 16 (3), 248-264, 2017 | 29 | 2017 |
| Re-theorising the funds of identity concept from the perspective of subjectivity A Poole Culture & Psychology 26 (3), 401-416, 2020 | 25 | 2020 |
| Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework A Poole Journal of Research In International Education, 2020 | 25 | 2020 |
| “I want to be a furious leopard with magical wings and super power”: Developing an ethico-interpretive framework for detecting Chinese students’ funds of identity A Poole Cogent Education 4 (1), 1316915, 2017 | 25 | 2017 |
| ESCAPING THE FIRE FOR THE FRYING-PAN? BRITISH TEACHERS ENTERING INTERNATIONAL SCHOOLING T Bunnell, A Poole British Journal of Educational Studies, 2020 | 22 | 2020 |
| How internationalised school teachers construct cross-cultural identities in an internationalised school in Shanghai, China A Poole The University of Nottingham, Ningbo, 2019 | 22 | 2019 |
| International Schools in China and teacher turnover: the need for a more nuanced approach towards precarity reflecting agency T Bunnell, A Poole Asia Pacific Journal of Education 43 (2), 463-478, 2023 | 21 | 2023 |
| International Teachers’ Lived Experiences: Examining Internationalised Schooling in Shanghai A Poole Palgrave, Macmillan, 2021 | 21 | 2021 |
| (Re) Considering “precarious privilege” within international schooling: expatriate teachers’ perceptions in China of being marginalised and undervalued T Bunnell, A Poole Educational Studies, 1-15, 2022 | 15 | 2022 |
| Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China A Poole International Journal of Research & Method in Education, 1 - 13, 2020 | 15 | 2020 |
| Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation? A Poole | 14 | 2016 |
| Ventriloquism as method: Writing differently and thinking philosophically D Yan, D Bright, H Prosser, A Poole Cultural Studies↔ Critical Methodologies 23 (3), 262-273, 2023 | 13 | 2023 |
