Jamie Lewis
- Education top 10%
- Teacher Education and Leadership Studies 3
- Reflective Practices in Education 1
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- Educator Training and Historical Pedagogy 2
- Foucault, Power, and Ethics 1
- Canadian Identity and History 1
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- Travel Writing and Literature 1
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- Memory, Trauma, and Commemoration 1
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- Historical Psychiatry and Medical Practices 1
Jamie Lewis
10 papers receiving 249 citations
Peers
Comparison fields: 5 of 101
- Education 95
- Sociology and Political Science 112
- Tourism, Leisure and Hospitality Management 3
- Safety Research 13
- Health Informatics 2
Countries citing papers authored by Jamie Lewis
This map shows the geographic impact of Jamie Lewis'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 Jamie Lewis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jamie Lewis more than expected).
Fields of papers citing papers by Jamie Lewis
This network shows the impact of papers produced by Jamie Lewis. 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 Jamie Lewis. The network helps show where Jamie Lewis may publish in the future.
Co-authorship network
The 11 scholars most cited alongside Jamie Lewis, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2025 | 0 | |
| 2 | 2018 | 3 | |
| 3 | 2017 | 103 | |
| 4 | 2013 | 11 | |
| 5 | 2013 | 7 | |
| 6 | Evidencing the efficacy of curricula and pedagogical innovation in the affective domain: A case study | 2013 | 1 |
| 7 | 2003 | 129 | |
| 8 | In the Shadow of the Arch: Safety and Acceptance of Lesbian, Gay, Bisexual, Transgender and Queer Students at the University of Georgia. | 2002 | 5 |
| 9 | Learning To Negotiate Rough Roads: Social Foundations Standards for Teacher Education. | 2001 | 1 |
| 10 | 2001 | 20 | |
| 11 | Teaching Navajo Bilingual Special Education Students: Challenges and Strategies. | 1998 | 1 |
| 12 | 1954 | 2 |
About Jamie Lewis
Jamie Lewis is a scholar working on Education, Social Psychology, General Agricultural and Biological Sciences, History and Sociology and Political Science, having authored 12 papers that have together received 283 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (3 papers), Educator Training and Historical Pedagogy (2 papers), Foucault, Power, and Ethics (1 paper), Canadian Identity and History (1 paper), Travel Writing and Literature (1 paper), Memory, Trauma, and Commemoration (1 paper), Reflective Practices in Education (1 paper) and Historical Psychiatry and Medical Practices (1 paper). The work is most often cited by research in Education (95 citations), Sociology and Political Science (112 citations), Tourism, Leisure and Hospitality Management (3 citations), Safety Research (13 citations) and Health Informatics (2 citations). Jamie Lewis has collaborated with scholars based in United States and United Kingdom. Frequent co-authors include Ceryn Evans, Kathleen deMarrais, Kathryn Roulston, Julianne A. Wenner, Ria Dunkley, Ruperto M. Perez, Robert Hill, Thomas Valentine, Sara B. Oswalt and Daniel Southam. Their work appears in journals such as Qualitative Inquiry, Social Science & Medicine, Educational Studies, eSpace (Curtin University) and Open Collections.
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.