Emma Towers

516 total citations
18 papers, 263 citations indexed

About

Emma Towers is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Emma Towers has authored 18 papers receiving a total of 263 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 5 papers in Political Science and International Relations and 5 papers in Sociology and Political Science. Recurrent topics in Emma Towers's work include Teacher Education and Leadership Studies (9 papers), Global Education and Multiculturalism (6 papers) and Global Educational Policies and Reforms (5 papers). Emma Towers is often cited by papers focused on Teacher Education and Leadership Studies (9 papers), Global Education and Multiculturalism (6 papers) and Global Educational Policies and Reforms (5 papers). Emma Towers collaborates with scholars based in United Kingdom, Hungary and Sweden. Emma Towers's co-authors include Meg Maguire, Eszter Neumann, Sharon Gewirtz, Elizabeth A. C. Rushton, Sarah Steadman, Richard Brock, Becky Taylor, Alex Manning, Anna Mazenod and Antonina Tereshchenko and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Teaching in Higher Education.

In The Last Decade

Emma Towers

18 papers receiving 250 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emma Towers United Kingdom 11 196 74 56 24 18 18 263
Anna Mazenod United Kingdom 12 293 1.5× 109 1.5× 64 1.1× 10 0.4× 13 0.7× 16 359
Edward R. Howe Canada 8 306 1.6× 68 0.9× 41 0.7× 40 1.7× 12 0.7× 19 346
Michael Uljens Finland 9 209 1.1× 59 0.8× 66 1.2× 16 0.7× 18 1.0× 28 277
Eija Kimonen Finland 5 263 1.3× 63 0.9× 50 0.9× 23 1.0× 18 1.0× 13 295
Michael G. Gunzenhauser United States 10 151 0.8× 100 1.4× 21 0.4× 17 0.7× 7 0.4× 22 253
Arto Kallioniemi Finland 11 276 1.4× 159 2.1× 27 0.5× 22 0.9× 7 0.4× 68 356
Peter Mtika United Kingdom 9 263 1.3× 60 0.8× 28 0.5× 19 0.8× 10 0.6× 24 316
Linda Hogg New Zealand 8 238 1.2× 95 1.3× 17 0.3× 16 0.7× 18 1.0× 12 315
Kyunghee So South Korea 10 174 0.9× 69 0.9× 36 0.6× 25 1.0× 5 0.3× 49 298
Rosetta Marantz Cohen United States 6 195 1.0× 49 0.7× 23 0.4× 16 0.7× 12 0.7× 18 244

Countries citing papers authored by Emma Towers

Since Specialization
Citations

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

Fields of papers citing papers by Emma Towers

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emma Towers

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

All Works

18 of 18 papers shown
1.
Rushton, Elizabeth A. C., et al.. (2023). Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education. 11(2). 39 indexed citations
2.
Miller, Denise, et al.. (2023). Decolonising the school curriculum: a special feature. London Review of Education. 21(1). 4 indexed citations
3.
Rushton, Elizabeth A. C., Richard Brock, Jane Jones, et al.. (2023). Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England. European Journal of Teacher Education. 1–24. 8 indexed citations
4.
Towers, Emma, et al.. (2023). Exploring ways in which identity shapes postgraduate student learning in an English university classroom. European Journal of Higher Education. 14(4). 641–656. 1 indexed citations
5.
Towers, Emma, Elizabeth A. C. Rushton, Sarah Steadman, et al.. (2023). The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England. Educational Review. 77(1). 100–116. 9 indexed citations
6.
Towers, Emma, Sharon Gewirtz, Meg Maguire, & Eszter Neumann. (2022). A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education. Teaching and Teacher Education. 117. 103778–103778. 16 indexed citations
7.
Towers, Emma, et al.. (2022). How postgraduate university students construct their identity as learners in a multicultural classroom. Teaching in Higher Education. 29(6). 1621–1637. 10 indexed citations
8.
Towers, Emma. (2021). Ability, inequality and post-pandemic schools. Rethinking contemporary myths of meritocracy. Journal of Education Policy. 38(2). 365–366. 10 indexed citations
9.
Manning, Alex, Richard Brock, & Emma Towers. (2020). Responding to Research: An Interview Study of the Teacher Wellbeing Support Being Offered in Ten English Schools.. Research Portal (King's College London). 19(2). 75–94. 2 indexed citations
10.
Manning, Alex, Richard Brock, & Emma Towers. (2020). Responding to research. SHILAP Revista de lepidopterología. 3 indexed citations
11.
Towers, Emma. (2020). Why do Headteachers Stay in Disadvantaged Primary Schools in London?. Leadership and Policy in Schools. 21(2). 206–221. 4 indexed citations
12.
Neumann, Eszter, Sharon Gewirtz, Meg Maguire, & Emma Towers. (2020). Neoconservative education policy and the case of the English Baccalaureate. Journal of Curriculum Studies. 52(5). 702–719. 26 indexed citations
13.
Maguire, Meg, Sharon Gewirtz, Emma Towers, & Eszter Neumann. (2019). Policy, contextual matters and unintended outcomes: the English Baccalaureate (EBacc) and its impact on physical education in English secondary schools. Sport Education and Society. 24(6). 558–569. 13 indexed citations
14.
Gewirtz, Sharon, Meg Maguire, Eszter Neumann, & Emma Towers. (2019). What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education. Journal of Education Policy. 36(4). 504–529. 35 indexed citations
15.
Maguire, Meg, Sharon Gewirtz, Emma Towers, & Eszter Neumann. (2019). Contextualising policy work: policy enactment and the specificities of English secondary schools. Research Papers in Education. 35(4). 488–509. 21 indexed citations
16.
Towers, Emma, Becky Taylor, Antonina Tereshchenko, & Anna Mazenod. (2019). ‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13. 48(1). 22–36. 13 indexed citations
17.
Towers, Emma & Meg Maguire. (2017). Leaving or staying in teaching: a ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school. Teachers and Teaching. 23(8). 946–960. 37 indexed citations
18.
Neumann, Eszter, Emma Towers, Sharon Gewirtz, & Meg Maguire. (2016). A Curriculum for All? The effects of recent key stage 4 curriculum, assessment and accountability reforms on English secondary education.. 12 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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