| Teacher discursive moves: Conceptualising a schema of dialogic discourse in science classrooms G Bansal International Journal of Science Education 40 (15), 1891-1912, 2018 | 54 | 2018 |
| Indian pre-service teachers’ conceptualisations and enactment of inquiry-based science education G Bansal Education 3-13 49 (3), 275-287, 2021 | 11 | 2021 |
| Examining pre-service science teachers pedagogical orientations in an era of change in India G Bansal, U Ramnarain, D Schuster Science education in India: Philosophical, historical, and contemporary …, 2019 | 5 | 2019 |
| Understanding gaps in teacher interpretation of formative assessment evidence G Bansal School Science Review 101 (377), 67-72, 2020 | 3 | 2020 |
| School-Based Professional Learning Community: Empowering Teachers as Assessment Leaders in the Change Context G Bansal Teacher Empowerment Toward Professional Development and Practices …, 2017 | 3 | 2017 |
| Exploring alternative assessment in education from different lenses G Bansal International Journal of Scientific and Research Publications 4 (6), 1-10, 2014 | 3 | 2014 |
| Analysing Middle Grades1 Science Textbooks for their Potential to Promote Scientific Inquiry G BANSAL addressed to the Academic Editor, Journal of Indian Education, Department of …, 2014 | 3 | 2014 |
| Beware Of the Consequences of Continuous and Comprehensive Evaluation Implications for Students’ Learning G Bansal IOSR Journal of Humanities and Social Sciences 19 (6), 31-36, 2014 | 3 | 2014 |
| The hegemony of English in science education in India: a case study exploring impact of teacher orientation in translating policy in practice G Bansal Cultural Studies of Science Education 17 (2), 439-466, 2022 | 2 | 2022 |
| Teachers’ Perception of Inquiry-based Science Education in Indian Primary School G BANSAL Indian Educational 55 (1), 22, 2017 | 2 | 2017 |
| Assessment, Curriculum, Pedagogy: Towards conceptualizing an alternative framework of assessment. G Bansal Journal of Educational Planning and Administration 30 (1), 67-70, 2016 | 2 | 2016 |
| Life Sciences teachers’ practices of informal formative assessment in inquiry-based teaching U Ramnarain, T Dlamini, G Bansal, T Dhurumraj International Journal of Science Education 44 (18), 2745-2762, 2022 | 1 | 2022 |
| Teaching graphs: Using stories to uncover students’ misconceptions G Bansal Mathematics in Schools 46 (2), 3-10, 2017 | 1 | 2017 |
| Fostering science teaching and learning for the fourth industrial revolution and beyond G Bansal, U Ramnarain IGI Global, 2023 | | 2023 |
| Inquiry-Based Science in the Primary Classroom G Bansal, U Ramnarain Taylor & Francis, 2023 | | 2023 |
| Science teacher beliefs in conflict-affected zones of Jammu and Kashmir R Koul, G Bansal Cultural studies of science education 18 (2), 423-446, 2023 | | 2023 |
| Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment G Bansal Fostering Science Teaching and Learning for the Fourth Industrial Revolution …, 2023 | | 2023 |
| Assessment of 21st century skills: Use of creative story writing for assessing graphs G Bansal Cases on Global Innovative Practices for Reforming Education, 202-221, 2022 | | 2022 |
| Assessment of 21st century skills: Use of creative story writing for assessing graphs G Bansal Cases on Global Innovative Practices for Reforming Education, 202-221, 2022 | | 2022 |
| Inquiry-based science education in India: prospects and challenges G Bansal ACER India, 2021 | | 2021 |
Umesh RamnarainUniversity of JohannesburgVerified email at uj.ac.za
