| What is developing integrated or interdisciplinary or multidisciplinary or transdisciplinary education in school? I Helmane, I Briška Signum Temporis 9 (1), 7, 2017 | 72 | 2017 |
| The national food consumption survey of LATVIA, 2007–2009 R Joffe, G Ozolinš, D Šantare, V Bartkevics, L Mike, I Briška Nacionalais diagnostikas centrs and PuvdP centrs Riga: Zemkopibas ministrija, 2009 | 9 | 2009 |
| Plaisa kompetences izpratnē teorijā un praksē I Briška, J Klišāne, I Brante, I Helmane, L Turuševa, Z Rubene, I Tiļļa, ... Gr.: No zināšanām uz kompetentu darbību: mācīšanās antropoloģiskie, ētiskie …, 2006 | 7 | 2006 |
| Topošo skolotāju profesionālo vērtību veidošanās mākslinieciski radošā darbībā. Promocijas darbs I Briška Rīga: Latvijas Universitāte, 2011 | 5 | 2011 |
| Topošo skolotāju profesionālo vērtību veidošanās mākslinieciski radošā darbībā I Briška Latvijas Universitāte, 2011 | 5 | 2011 |
| Promoting of student’s cultural understanding in general education: Contradictions and solutions I Briška, D Kalēja-Gasparoviča Rural Environment. Education. Personality 13, 236-242, 2020 | 3 | 2020 |
| Cultural aspects of sustainable development in teacher education I Briška, G Siliņa-Jasjukeviča Human, Technologies And Quality Of Education 78, 2020 | 3 | 2020 |
| The concept of competence in the context of education reform in Latvia I Briška, G Siliņa-Jasjukeviča, D Kalēja-Gasparoviča SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific …, 2019 | 3 | 2019 |
| Realization of integrated learning in study practice: pre-service teachers experiences I Briška, G Siliņa-Jasjukeviča Society. Integration. Education. Proceedings of the International Scientific …, 2018 | 3 | 2018 |
| Analysis of barriers for creative school culture in Baltic States I Briška, D Kalēja-Gasparoviča Rural Environment. Education, 50-55, 2017 | 3 | 2017 |
| In-depth cultural studies in multicultural group G Siliņa-Jasjukeviča, I Briška Discourse and Communication for Sustainable Education 7 (1), 139-148, 2016 | 3 | 2016 |
| Skolēna radošuma sekmēšana un vērtēšana I Briška, D Kalēja-Gasparoviča | 2 | 2020 |
| Regional cultural understanding in teacher education in Latvia, Lithuania, Norway: Comparative case analysis G Siliņa-Jasjukeviča, I Briška, A Juškevičienė Acta Paedagogica Vilnensia 43, 10-24, 2019 | 2 | 2019 |
| Implementation of the School as a Learning Organisation: Latvian Educators’ Experience O Kaulēns, I Lūsēna-Ezera, G Siliņa-Jasjukeviča, I Briška TO BE OR NOT TO BE A GREAT EDUCATOR, 252, 2023 | 1 | 2023 |
| Promoting Pre-service Teachers’ Domain-general Metacognition I Briška, G Siliņa-Jasjukeviča Acta Paedagogica Vilnensia 49, 43-55, 2022 | 1 | 2022 |
| Teachers’ social-emotional health and resilience in Covid-19 crisis: Latvian sample G Svence, I Briška Human, Technologies and Quality of Education, 2022, 2022 | 1 | 2022 |
| REFLECTION OF PRESERVICE TEACHER PROFESSIONAL PERFORMANCE FOR PROMOTING TRANSDISCIPLINARY LEARNING IN PRIMARY SCHOOL EDUCATION G Siliņa-Jasjukeviča, I Briška Innovations, Technologies and Research in Education, 301, 2019 | 1 | 2019 |
| Development of student's values in pedagogical process I Briska Signum Temporis 1 (1), 78, 2008 | 1 | 2008 |
| Effectiveness of the Teacher Resilience Distance Support Programme in Latvia, Lithuania and Slovakia A Petrulyte, V Guogienė, I Briška, G Svence, E Gajdosová Advances in Social Sciences Research Journal, 2023 | | 2023 |
| Indicators of Social Emotional Health (Sehs-T) and Resilience in the Latvian Teachers’ Sample G Svence, I Briška, V Apse To Be or Not To Be a Great Educator, 2023 | | 2023 |
