Barry McGaw

36 papers receiving 1.6k citations

Hit Papers

Assessment and Teaching of 21st Century Skills201020262015202020112010200400600

Peers

Barry McGaw
Comparison fields: 5 of 171
  • Education 916
  • Developmental and Educational Psychology 441
  • Sociology and Political Science 194
  • Experimental and Cognitive Psychology 168
  • Information Systems 164
Replace Jeanne Ellis Ormrod with:
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Citations per field
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Citations per year

Countries citing papers authored by Barry McGaw

Since Specialization
Citations

This map shows the geographic impact of Barry McGaw'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 Barry McGaw with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Barry McGaw more than expected).

Fields of papers citing papers by Barry McGaw

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Barry McGaw. 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 Barry McGaw. The network helps show where Barry McGaw may publish in the future.

Co-authorship network of co-authors of Barry McGaw

This figure shows the co-authorship network connecting the top 25 collaborators of Barry McGaw. A scholar is included among the top collaborators of Barry McGaw 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 Barry McGaw. Barry McGaw is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
#WorkIndexed citations
1
NAPLAN Review: final report
7
2
Cross-curriculum priorities are options, not orders
8
3
International encyclopedia of educationbreakdown →
496
4
Education and Social Connectedness
2
5
Quality education is the sky the limit
1
6
Examination standards : report of the independent committee to Qca
4
7
Shaping Their Future: Recommendations for reform of the Higher School Certificate
24
8
Making Schools More Effective
26
9 8
10 3
11 23
12 19
13 8
14 93
15 15
16 0
17
Issues in Assessing Teacher Accountability in Public Education.
1
18 54
19 100
20 10

About Barry McGaw

Barry McGaw is a scholar working on Education, Developmental and Educational Psychology and Statistics, Probability and Uncertainty, having authored 41 papers that have together received 1.8k indexed citations. Recurring topics across this work include Education Systems and Policy (8 papers), Higher Education Learning Practices (4 papers) and Global Educational Policies and Reforms (3 papers). The work is most often cited by research in Developmental and Educational Psychology (441 citations), Education (916 citations) and Computer Science Applications (146 citations). Barry McGaw has collaborated with scholars based in Australia, United States and France. Frequent co-authors include Esther Care, Patrick R. Griffin, Eva L. Baker, Penelope L. Peterson, Karl G. Jöreskog, Gene V. Glass, Paul Haggarty, James L. Wardrop, Richard C. Anderson and Peter Hill. Their work appears in journals such as Analytical Biochemistry, Journal of Educational Psychology and Journal of Theoretical Biology.

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.

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