Carol Bertram

580 total citations
39 papers, 339 citations indexed

About

Carol Bertram is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Carol Bertram has authored 39 papers receiving a total of 339 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 15 papers in Sociology and Political Science and 10 papers in Political Science and International Relations. Recurrent topics in Carol Bertram's work include Teacher Education and Leadership Studies (16 papers), Educational Theory and Curriculum Studies (13 papers) and Educator Training and Historical Pedagogy (12 papers). Carol Bertram is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Educational Theory and Curriculum Studies (13 papers) and Educator Training and Historical Pedagogy (12 papers). Carol Bertram collaborates with scholars based in South Africa, Sweden and Russia. Carol Bertram's co-authors include Lee Rusznyak, Tabitha Grace Mukeredzi, Iben Maj Christiansen, Volker Wedekind, Nithi Muthukrishna, Simon Appleton and J. P. Dean Goldring and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Education Policy and International Journal of Educational Development.

In The Last Decade

Carol Bertram

36 papers receiving 296 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Carol Bertram South Africa	12	218	134	90	36	35	39	339
Elizabeth McNess United Kingdom	10	298 1.4×	124 0.9×	73 0.8×	28 0.8×	43 1.2×	14	408
Newton Duarte Brazil	13	344 1.6×	193 1.4×	58 0.6×	48 1.3×	19 0.5×	51	428
Jory Brass United States	9	261 1.2×	97 0.7×	95 1.1×	86 2.4×	19 0.5×	29	375
Alex Moore	7	212 1.0×	64 0.5×	43 0.5×	22 0.6×	29 0.8×	13	255
Stephen Heimans Australia	10	194 0.9×	118 0.9×	123 1.4×	29 0.8×	8 0.2×	41	295
Kate Brayko United States	5	383 1.8×	125 0.9×	31 0.3×	28 0.8×	36 1.0×	5	423
Emma Towers United Kingdom	11	196 0.9×	74 0.6×	56 0.6×	13 0.4×	16 0.5×	18	263
Katherina A. Payne United States	10	419 1.9×	207 1.5×	34 0.4×	27 0.8×	35 1.0×	22	478
Kristan A. Morrison United States	6	315 1.4×	157 1.2×	34 0.4×	20 0.6×	19 0.5×	11	358
Christina Elde Mølstad Norway	8	260 1.2×	91 0.7×	81 0.9×	16 0.4×	24 0.7×	11	313

Countries citing papers authored by Carol Bertram

Since Specialization

Citations

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

Fields of papers citing papers by Carol Bertram

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Carol Bertram

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

All Works

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20 of 20 papers shown

Bertram, Carol & Lee Rusznyak. (2024). Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning. Education as Change. 28. 3 indexed citations

Bertram, Carol, et al.. (2024). Pre-service teachers’ learning about inclusive education from an online module. SHILAP Revista de lepidopterología. 3(1).

Bertram, Carol. (2023). A systems approach to understanding novice teachers' experiences and professional learning. Journal of Education. 11–31.

Bertram, Carol, et al.. (2022). Using scaffolding academic literacy practices in tertiary classrooms: A South African case study. Critical Studies in Teaching and Learning. 10(1).

Rusznyak, Lee & Carol Bertram. (2021). Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning. Journal of Education. 1–20. 17 indexed citations

Bertram, Carol, et al.. (2021). The tension between curriculum coverage and quality learning: The experiences of South African teachers. International Journal of Educational Development. 81. 102353–102353. 12 indexed citations

Bertram, Carol. (2020). Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum. Boloka Institutional Repository (North-west University). 5 indexed citations

Bertram, Carol, et al.. (2020). Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice. SHILAP Revista de lepidopterología. 11(1). 2 indexed citations

Christiansen, Iben Maj & Carol Bertram. (2019). Early schooling teachers’ learning from a formal teacher development programme in South Africa. International Journal of Educational Development. 66. 78–87. 4 indexed citations

10.

Christiansen, Iben Maj, Carol Bertram, & Tabitha Grace Mukeredzi. (2018). Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa. Asia-Pacific Journal of Teacher Education. 46(5). 511–526. 5 indexed citations

11.

Mukeredzi, Tabitha Grace, et al.. (2015). Becoming professionally qualified: The school-based mentoring experiences of part-time PGCE students. South African Journal of Education. 35(2). 1–9. 11 indexed citations

12.

Bertram, Carol. (2014). Shifting discourses and assumptions about teacher learning in South African teacher development policy. 20(1). 90–108. 3 indexed citations

13.

Bertram, Carol. (2012). Bernstein's theory of the pedagogic device as a frame to study History curriculum reform in South Africa. 1–11. 12 indexed citations

14.

Bertram, Carol. (2012). Exploring an historical gaze: A language of description for the practice of school history. Journal of Curriculum Studies. 44(3). 429–442. 27 indexed citations

15.

Bertram, Carol, et al.. (2012). ‘It will make me a real teacher’: Learning experiences of part time PGCE students in South Africa. International Journal of Educational Development. 33(5). 448–456. 13 indexed citations

16.

Bertram, Carol. (2009). Procedural and substantive knowledge : some implications of an outcomes-based history curriculum in South Africa. 15(1). 45–62. 18 indexed citations

17.

Bertram, Carol, Volker Wedekind, & Nithi Muthukrishna. (2007). Newly qualified South African teachers : staying or leaving? : research article. Perspectives in Education. 25(2). 77–89. 7 indexed citations

18.

Bertram, Carol. (2007). An analysis of Grade 10 History assessment tasks.. 1 indexed citations

19.

Bertram, Carol, Simon Appleton, Nithi Muthukrishna, & Volker Wedekind. (2006). The career plans of newly qualified South African teachers. South African Journal of Education. 26(1). 1–13. 17 indexed citations

20.

Bertram, Carol. (2003). Moving towards massification : reflections on a mixed-mode teacher education programme : research paper. Perspectives in Education. 21(2). 71–82. 1 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.

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