Jayne Keogh

676 total citations
19 papers, 423 citations indexed

About

Jayne Keogh is a scholar working on Education, Language and Linguistics and Linguistics and Language. According to data from OpenAlex, Jayne Keogh has authored 19 papers receiving a total of 423 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 6 papers in Language and Linguistics and 5 papers in Linguistics and Language. Recurrent topics in Jayne Keogh's work include Teacher Education and Leadership Studies (9 papers), Multilingual Education and Policy (5 papers) and EFL/ESL Teaching and Learning (4 papers). Jayne Keogh is often cited by papers focused on Teacher Education and Leadership Studies (9 papers), Multilingual Education and Policy (5 papers) and EFL/ESL Teaching and Learning (4 papers). Jayne Keogh collaborates with scholars based in Australia. Jayne Keogh's co-authors include Donna Pendergast, Susanne Garvis, Carolyn D. Baker, Stephen Hay, Sue Thomas, Shelley Dole, Jessica Harris, Jessica Harris and Maryanne Theobald and has published in prestigious journals such as Journal of Pragmatics, International Journal of Qualitative Studies in Education and Linguistics and Education.

In The Last Decade

Jayne Keogh

17 papers receiving 377 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jayne Keogh Australia	10	329	67	63	48	43	19	423
Aino Ugaste Estonia	11	457 1.4×	112 1.7×	103 1.6×	69 1.4×	58 1.3×	29	552
Katri Jokikokko Finland	11	350 1.1×	84 1.3×	121 1.9×	47 1.0×	38 0.9×	20	480
Mary Curran United States	8	515 1.6×	125 1.9×	89 1.4×	88 1.8×	47 1.1×	13	589
Rebecca Buchanan United States	7	336 1.0×	90 1.3×	33 0.5×	48 1.0×	36 0.8×	23	432
Frances Rust United States	9	532 1.6×	122 1.8×	38 0.6×	82 1.7×	53 1.2×	31	622
Lynda Stone United States	11	232 0.7×	143 2.1×	34 0.5×	50 1.0×	29 0.7×	43	435
Cary A. Buzzelli United States	12	381 1.2×	110 1.6×	80 1.3×	150 3.1×	49 1.1×	28	509
Deborah S. Yost United States	10	540 1.6×	66 1.0×	45 0.7×	82 1.7×	38 0.9×	18	623
J. Manuel Australia	9	374 1.1×	40 0.6×	78 1.2×	22 0.5×	27 0.6×	25	447
Inge Timoštšuk Estonia	7	338 1.0×	87 1.3×	102 1.6×	54 1.1×	49 1.1×	26	425

Countries citing papers authored by Jayne Keogh

Since Specialization

Citations

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

Fields of papers citing papers by Jayne Keogh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jayne Keogh

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

All Works

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19 of 19 papers shown

Harris, Jessica, Maryanne Theobald, & Jayne Keogh. (2018). Combining analytical tools to inform practice in school-based professional experience. Journal of Pragmatics. 143. 255–266. 1 indexed citations

Thomas, Sue, Jayne Keogh, & Stephen Hay. (2014). Discourses of the good parent in attributing school success. Discourse Studies in the Cultural Politics of Education. 36(3). 452–463. 13 indexed citations

Harris, Jessica, et al.. (2013). Doing collaborative reflection in the professional experience. Griffith Research Online (Griffith University, Queensland, Australia). 40(2). 33. 6 indexed citations

Keogh, Jayne, et al.. (2013). The work of categorisation in achieving moral order in feedback talk during the school-based professional experience. Journal of Applied Linguistics and Professional Practice. 10(2). 109–128.

Keogh, Jayne, et al.. (2013). Determining the support needs of casual academic staff at the frontline. Queensland's institutional digital repository (The University of Queensland). 34–44. 1 indexed citations

Keogh, Jayne, et al.. (2012). Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification. The Australian journal of teacher education. 37(8). 30 indexed citations

Garvis, Susanne, Donna Pendergast, & Jayne Keogh. (2012). Changes in Teacher Self-efficacy in the First Year of Primary School Teacher Education Study. 5(1). 87–96. 11 indexed citations

Keogh, Jayne, et al.. (2011). Creating Catch 22: zooming in and zooming out on the discursive constructions of teachers in a news article. International Journal of Qualitative Studies in Education. 24(4). 419–434. 18 indexed citations

Keogh, Jayne. (2011). (In)forming Formal Evaluation. Journal of Applied Linguistics and Professional Practice. 7(1). 51–73. 10 indexed citations

10.

Pendergast, Donna, Susanne Garvis, & Jayne Keogh. (2011). Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers. The Australian journal of teacher education. 36(12). 227 indexed citations

11.

Keogh, Jayne, et al.. (2010). Plugging the leaky bucket: The need to develop resilience in novice middle years teachers. Griffith Research Online (Griffith University, Queensland, Australia). 8(2). 17–26. 6 indexed citations

12.

Pendergast, Donna, et al.. (2009). The MYSA Position Paper and pre-service middle years teacher education: Surprisingly serendipitous synergies. Griffith Research Online (Griffith University, Queensland, Australia). 9(2). 20–25. 2 indexed citations

13.

Keogh, Jayne. (2008). Education, Equality and Human Rights: Issues of gender, ‘race’, sexuality, disability and social class. International Journal of Disability Development and Education. 55(2). 195–196. 31 indexed citations

14.

Keogh, Jayne, et al.. (2006). Supervisor or mentor? Questioning the quality of pre-service teacher practicum experiences. Griffith Research Online (Griffith University, Queensland, Australia). 1. 1–15. 9 indexed citations

15.

Keogh, Jayne, et al.. (2005). On the need to investigate the situation of casual academic work in new times. Griffith Research Online (Griffith University, Queensland, Australia). 27(3). 15–18. 2 indexed citations

16.

Keogh, Jayne. (1997). Pronouns as positioning practices in home-school communications. Linguistics and Education. 9(1). 1–23. 2 indexed citations

17.

Keogh, Jayne. (1996). Governmentality in Parent-Teacher Communications. Language and Education. 10(2-3). 119–131. 12 indexed citations

18.

Keogh, Jayne. (1995). Curriculum for homes: A study of a school letter¹. Language and Education. 9(1). 31–44. 4 indexed citations

19.

Baker, Carolyn D. & Jayne Keogh. (1995). Accounting for achievement in parent-teacher interviews. Human Studies. 18(2-3). 263–300. 38 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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