Carol R. Rinke

669 total citations
31 papers, 449 citations indexed

About

Carol R. Rinke is a scholar working on Education, Sociology and Political Science and General Agricultural and Biological Sciences. According to data from OpenAlex, Carol R. Rinke has authored 31 papers receiving a total of 449 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 10 papers in Sociology and Political Science and 6 papers in General Agricultural and Biological Sciences. Recurrent topics in Carol R. Rinke's work include Teacher Education and Leadership Studies (14 papers), Diverse Educational Innovations Studies (6 papers) and Educator Training and Historical Pedagogy (5 papers). Carol R. Rinke is often cited by papers focused on Teacher Education and Leadership Studies (14 papers), Diverse Educational Innovations Studies (6 papers) and Educator Training and Historical Pedagogy (5 papers). Carol R. Rinke collaborates with scholars based in United States. Carol R. Rinke's co-authors include Lynnette Mawhinney, C. Ryan Kinlaw, Gloria Park, Jason Trent, Linda Valli, Alan R. Berkowitz and Rebecca L. Cole and has published in prestigious journals such as Teaching and Teacher Education, Science Education and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Carol R. Rinke

28 papers receiving 420 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Carol R. Rinke United States	12	354	89	56	45	37	31	449
Mavis Haigh New Zealand	14	549 1.6×	103 1.2×	41 0.7×	84 1.9×	19 0.5×	37	650
Frances Rust United States	9	532 1.5×	122 1.4×	38 0.7×	82 1.8×	36 1.0×	31	622
Gerry Czerniawski United Kingdom	10	391 1.1×	94 1.1×	50 0.9×	55 1.2×	10 0.3×	24	483
Julianne A. Wenner United States	10	552 1.6×	69 0.8×	44 0.8×	96 2.1×	47 1.3×	28	662
Tara Kini United States	8	328 0.9×	44 0.5×	47 0.8×	37 0.8×	17 0.5×	14	423
Anna Elizabeth Du Plessis Australia	13	357 1.0×	42 0.5×	47 0.8×	39 0.9×	26 0.7×	31	410
William A. Owings United States	13	381 1.1×	58 0.7×	26 0.5×	47 1.0×	18 0.5×	46	468
Fiona Ell New Zealand	13	527 1.5×	130 1.5×	33 0.6×	77 1.7×	13 0.4×	37	638
Nancy L. Zimpher United States	13	540 1.5×	108 1.2×	61 1.1×	50 1.1×	52 1.4×	38	633
Helma Oolbekkink-Marchand Netherlands	13	443 1.3×	74 0.8×	54 1.0×	98 2.2×	11 0.3×	32	546

Countries citing papers authored by Carol R. Rinke

Since Specialization

Citations

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

Fields of papers citing papers by Carol R. Rinke

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Carol R. Rinke

This figure shows the co-authorship network connecting the top 25 collaborators of Carol R. Rinke. A scholar is included among the top collaborators of Carol R. Rinke 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 R. Rinke. Carol R. Rinke 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

Rinke, Carol R., et al.. (2025). Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”. Teaching and Teacher Education. 159. 105012–105012. 1 indexed citations

Mawhinney, Lynnette, et al.. (2025). Truth Tellers: Using the Photovoice Method to Inform Retention with Teachers of Color. Urban Education. 61(1). 140–171.

Rinke, Carol R., et al.. (2021). Female Offenders Under Community Supervision: A Phenomenological Analysis. Journal of Addictions & Offender Counseling. 42(1). 19–34. 2 indexed citations

Mawhinney, Lynnette & Carol R. Rinke. (2020). Teacher Identity Making, Shifting, and Resisting: The Case of Two Former Teach for America Corps Members.. Teacher education quarterly (Claremont, Calif.). 47(4). 78–99. 1 indexed citations

Trent, Jason, et al.. (2020). Untangling the role of interactions in police satisfaction: Examining direct and indirect contacts with the police. The Police Journal Theory Practice and Principles. 94(4). 496–514. 5 indexed citations

Mawhinney, Lynnette & Carol R. Rinke. (2019). There Has to be a Better Way. Rutgers University Press eBooks. 1 indexed citations

Rinke, Carol R., et al.. (2019). Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community. Journal of Educational and Psychological Consultation. 30(3). 369–393. 8 indexed citations

Rinke, Carol R., et al.. (2019). There Has to be a Better Way. Rutgers University Press eBooks. 5 indexed citations

Rinke, Carol R., et al.. (2018). Professional Growth Orientation and Collaboration: Mediating Roles in Science Teacher Professional Learning.. Science educator. 26(2). 81–89. 2 indexed citations

10.

Mawhinney, Lynnette & Carol R. Rinke. (2017). I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths. Urban Education. 53(9). 1079–1101. 15 indexed citations

11.

Rinke, Carol R. & Lynnette Mawhinney. (2017). Insights from teacher leavers: push and pull in career development. Teaching Education. 28(4). 360–376. 20 indexed citations

12.

Park, Gloria, Carol R. Rinke, & Lynnette Mawhinney. (2016). Exploring the interplay of cultural capital,habitus, and field in the life histories of two West African teacher candidates. Teacher Development. 20(5). 648–666. 13 indexed citations

13.

Rinke, Carol R.. (2014). Why Half of Teachers Leave the Classroom. Rowman & Littlefield Publishers eBooks. 4 indexed citations

14.

Rinke, Carol R., et al.. (2013). “Not Just Learning About It But Actually Doing It”: The Evolution of a Teacher Inquiry Culture. Action in Teacher Education. 35(1). 72–84. 12 indexed citations

15.

Rinke, Carol R., et al.. (2012). "College Is a Good Place to Go to Become What You Want to Become": A Collaboration between Liberal Arts Undergraduates and Urban Middle School Students. Teacher education quarterly (Claremont, Calif.). 39(1). 99–120. 3 indexed citations

16.

Rinke, Carol R., et al.. (2012). Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation. Research in Science Education. 43(4). 1517–1533. 8 indexed citations

17.

Mawhinney, Lynnette, Carol R. Rinke, & Gloria Park. (2012). Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates. The New Educator. 8(4). 321–344. 10 indexed citations

18.

Rinke, Carol R. & Linda Valli. (2010). Making Adequate Yearly Progress: Teacher Learning in School-Based Accountability Contexts. Teachers College Record The Voice of Scholarship in Education. 112(3). 645–684. 12 indexed citations

19.

Rinke, Carol R.. (2009). Finding their way on: Career decision‐making processes of urban science teachers. Science Education. 93(6). 1096–1121. 21 indexed citations

20.

Rinke, Carol R., et al.. (2005). Book Review: Afrocentricity: A Theory of Social Change. Urban Education. 41(1). 101–111. 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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