Alison Gilmore

990 total citations
26 papers, 594 citations indexed

About

Alison Gilmore is a scholar working on Education, Social Psychology and Information Systems and Management. According to data from OpenAlex, Alison Gilmore has authored 26 papers receiving a total of 594 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 6 papers in Social Psychology and 3 papers in Information Systems and Management. Recurrent topics in Alison Gilmore's work include Student Assessment and Feedback (8 papers), Teacher Education and Leadership Studies (7 papers) and Psychological Well-being and Life Satisfaction (5 papers). Alison Gilmore is often cited by papers focused on Student Assessment and Feedback (8 papers), Teacher Education and Leadership Studies (7 papers) and Psychological Well-being and Life Satisfaction (5 papers). Alison Gilmore collaborates with scholars based in New Zealand, United Kingdom and France. Alison Gilmore's co-authors include Robert J. Manthei, Billy O’Steen, Lisa F. Smith, Jeffrey K. Smith, Vivienne Adair, Susan Lovett, Bronwen Cowie, Mary Hill, Deborah Nusche and Pam Sammons and has published in prestigious journals such as Journal of Advanced Nursing, Journal of Happiness Studies and Learning and Individual Differences.

In The Last Decade

Alison Gilmore

25 papers receiving 497 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Alison Gilmore New Zealand	12	399	147	94	83	78	26	594
Teniell L. Trolian United States	15	482 1.2×	166 1.1×	89 0.9×	96 1.2×	65 0.8×	53	724
Frances K. Kochan United States	15	466 1.2×	219 1.5×	57 0.6×	75 0.9×	62 0.8×	50	648
Ann Briggs United Kingdom	11	457 1.1×	86 0.6×	83 0.9×	64 0.8×	66 0.8×	29	663
Leanne Fray Australia	15	492 1.2×	121 0.8×	141 1.5×	96 1.2×	55 0.7×	32	729
Raymond L. Calabrese United States	17	465 1.2×	98 0.7×	107 1.1×	89 1.1×	39 0.5×	73	749
Page A. Smith United States	10	489 1.2×	194 1.3×	39 0.4×	80 1.0×	66 0.8×	20	693
Benjamin Kutsyuruba Canada	14	489 1.2×	196 1.3×	66 0.7×	156 1.9×	70 0.9×	55	714
Rick Ginsberg United States	16	542 1.4×	95 0.6×	85 0.9×	121 1.5×	171 2.2×	59	859
Stephen Dinham Australia	17	826 2.1×	94 0.6×	84 0.9×	48 0.6×	120 1.5×	50	1.0k
Karen D. Arnold United States	12	340 0.9×	181 1.2×	125 1.3×	84 1.0×	37 0.5×	47	650

Countries citing papers authored by Alison Gilmore

Since Specialization

Citations

This map shows the geographic impact of Alison Gilmore's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Alison Gilmore with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alison Gilmore more than expected).

Fields of papers citing papers by Alison Gilmore

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alison Gilmore. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Alison Gilmore. The network helps show where Alison Gilmore may publish in the future.

Co-authorship network of co-authors of Alison Gilmore

This figure shows the co-authorship network connecting the top 25 collaborators of Alison Gilmore. A scholar is included among the top collaborators of Alison Gilmore based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Alison Gilmore. Alison Gilmore is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Asıl, Mustafa, Alison Gilmore, & H. Yilmaz. (2020). Ethnic Differences in Students’ Attitudes to the Arts: Providing Validity Evidence to Make Comparisons. European Journal of Educational Research. volume-9-2020(volume-9-issue-3-july-2020). 1177–1187. 2 indexed citations

Gunn, Alexandra C. & Alison Gilmore. (2014). Early childhood initial teacher education students’ learning about assessment. 7. 7 indexed citations

Hill, Mary, Alexandra C. Gunn, Bronwen Cowie, Lisa F. Smith, & Alison Gilmore. (2014). Preparing primary and early childhood initial teacher education students to use assessment in teaching. 7. 3 indexed citations

O’Steen, Billy, et al.. (2013). The student well-being model: a conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth. 19(4). 496–520. 77 indexed citations

Hill, Mary, Lisa F. Smith, Bronwen Cowie, Alison Gilmore, & Alexandra C. Gunn. (2013). Preparing initial primary and early childhood teacher education students to use assessment. 10 indexed citations

Gilmore, Alison, et al.. (2012). Students' and teachers' perspectives on wellbeing in a senior secondary environment. 5 indexed citations

O’Steen, Billy, et al.. (2012). Understandings and experiences of wellbeing in a New Zealand senior secondary context. 5(2). 34–67. 5 indexed citations

O’Steen, Billy, et al.. (2012). Wellbeing in the New Zealand Curriculum. Journal of Curriculum Studies. 44(1). 111–142. 24 indexed citations

Gilmore, Alison, et al.. (2012). OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012. DIAL (Catholic University of Leuven). 21 indexed citations

10.

Shewbridge, Claire, Eunice Eunhee Jang, Peter Matthews, et al.. (2011). OECD Reviews of Evaluation and Assessment in Education. OECD eBooks. 37 indexed citations

11.

Smith, Jeffrey K., et al.. (2011). Students' self-perception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences. 22(2). 202–206. 88 indexed citations

12.

Hill, Mary, Bronwen Cowie, Alison Gilmore, & Lisa F. Smith. (2010). Preparing assessment-capable teachers: What should preservice teachers know and be able to do?. 2. 43–64. 21 indexed citations

13.

Gilmore, Alison, et al.. (2010). How do High School Youths’ Educational Experiences Relate to Well-Being? Towards a Trans-Disciplinary Conceptualization. Journal of Happiness Studies. 12(4). 591–631. 23 indexed citations

14.

Gilmore, Alison & Jeffrey Smith. (2008). Students' Experience of Assessment. 1 indexed citations

15.

Lovett, Susan & Alison Gilmore. (2003). Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development. School Effectiveness and School Improvement. 14(2). 189–211. 33 indexed citations

16.

Gilmore, Alison. (2002). Large-scale Assessment and Teachers' Assessment Capacity: Learning opportunities for teachers in the National Education Monitoring Project in New Zealand. Assessment in Education Principles Policy and Practice. 9(3). 343–361. 17 indexed citations

17.

Manthei, Robert J., et al.. (1996). Teacher stress in intermediate schools. Educational Research. 38(1). 3–19. 70 indexed citations

18.

Gilmore, Alison. (1995). Turning Teachers on to Computers. Journal of Research on Computing in Education. 27(3). 251–269. 45 indexed citations

19.

Gilmore, Alison, et al.. (1985). The Readability of Trade Examinations.. 349(9069). 1918–1918. 1 indexed citations

20.

Gilmore, Alison, et al.. (1983). The reliability of expert judgement' in the marking of state nursing examinations. Journal of Advanced Nursing. 8(3). 221–226. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact