This map shows the geographic impact of J. Manuel'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 J. Manuel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites J. Manuel more than expected).
This network shows the impact of papers produced by J. Manuel. 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 J. Manuel. The network helps show where J. Manuel may publish in the future.
Co-authorship network of co-authors of J. Manuel
This figure shows the co-authorship network connecting the top 25 collaborators of J. Manuel.
A scholar is included among the top collaborators of J. Manuel 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 J. Manuel. J. Manuel is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Manuel, J., et al.. (2019). ‘The Dream and Aspirations of Teaching’: English Teachers’ Perspectives on Sustaining the Motivation to Teach. English in Australia. 54(2). 5–23.5 indexed citations
3.
Manuel, J., et al.. (2018). 'As Much as I Love Being in the Classroom …': Understanding Secondary English Teachers' Workload.. UTS ePRESS (University of Technology Sydney). 53(3). 5–22.10 indexed citations
Manuel, J., et al.. (2017). Submission to the consultation on the draft Stage 6 English examination specifications.1 indexed citations
6.
Manuel, J., et al.. (2016). Sustaining hope and possibility: Early-career english teachers’ perspectives on their first years of teaching. UTS ePRESS (University of Technology Sydney). 51(1). 91–103.11 indexed citations
Manuel, J.. (2012). Teenagers and reading: Factors that shape the quality of teenagers' reading lives. English in Australia. 47(2). 45–57.2 indexed citations
10.
Anderson, Michael, John Hughes, & J. Manuel. (2008). Drama and English Teaching: Imagination, Action, and Engagement. Medical Entomology and Zoology.12 indexed citations
11.
Manuel, J., et al.. (2007). What Do Australian Boys Think about Reading. 15(1). 9.1 indexed citations
Manuel, J. & Sue Brindley. (2005). The Call to Teach: Identifying Pre-Service Teachers' Motivations, Expectations and Key Experiences During Initial Teacher Education in Australia and the United Kingdom. English in Australia. 38.18 indexed citations
15.
Ewing, Robyn & J. Manuel. (2005). Retaining quality early career teachers in the profession: new teacher narratives. [An earlier version of this paper was presented at the Australian Teacher Education Association Conference, July 2004, Bathurst, NSW.]. 8(1). 1.1 indexed citations
16.
Manuel, J., et al.. (2003). "W(h)ither the Place of Literature?": Two Momentous Reforms in the NSW Senior Secondary English Curriculum.. English in Australia. 15.3 indexed citations
Manuel, J., et al.. (2002). What Are Teenagers Reading? The Findings of a Survey of Teenagers' Reading Choices and the Implications of These for English Teachers' Classroom Practice.. English in Australia. 69.2 indexed citations
19.
Manuel, J.. (2002). Making Its Debut: What Teachers Think of the New Higher School Certificate English Syllabus in New South Wales.. English in Australia.1 indexed citations
20.
Manuel, J.. (2002). Making its debut: what teachers think of the new Higher School Certificate English syllabus in New South Wales: report of a survey of teachers of English in NSW Government secondary schools. English in Australia. 67.1 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.