Jeanne Allen

1.7k total citations · 1 hit paper
62 papers, 1.1k citations indexed

About

Jeanne Allen is a scholar working on Education, Sociology and Political Science and Human Factors and Ergonomics. According to data from OpenAlex, Jeanne Allen has authored 62 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 7 papers in Sociology and Political Science and 7 papers in Human Factors and Ergonomics. Recurrent topics in Jeanne Allen's work include Teacher Education and Leadership Studies (27 papers), Education Systems and Policy (19 papers) and Collaborative Teaching and Inclusion (11 papers). Jeanne Allen is often cited by papers focused on Teacher Education and Leadership Studies (27 papers), Education Systems and Policy (19 papers) and Collaborative Teaching and Inclusion (11 papers). Jeanne Allen collaborates with scholars based in Australia, United States and Mexico. Jeanne Allen's co-authors include Suzie Wright, Parlo Singh, Leonie Rowan, Deborah Peach, Neil Cranston, Ian Hay, Jane Watson, David Turner, Kim Beswick and Christopher Rayner and has published in prestigious journals such as SHILAP Revista de lepidopterología, Australasian Journal of Paramedicine and Teaching and Teacher Education.

In The Last Decade

Jeanne Allen

59 papers receiving 1.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Teaching and teacher education in the time of COVID-19

2020 229 citations Jeanne Allen, Leonie Rowan et al. Asia-Pacific Journal of Teacher Education profile →

Peers

Jeanne Allen

EDUCA

SPS

DEP

Ye He United States

J.M.H. Swennen Netherlands

Linor L. Hadar Israel

May Hung May Cheng Hong Kong

Elaine Wilson United Kingdom

Trevor Mutton United Kingdom

Jukka Husu Finland

Stefinee Pinnegar United States

Theo Bergen Netherlands

Eva Myrberg Sweden

Ye He United States

Jeanne Allen

1.1k ×1.2

EDUCA

273 ×1.8

SPS

183 ×1.3

DEP

80 ×0.7

93 ×1.0

Citations per year, relative to Jeanne Allen Jeanne Allen (= 1×) peers Ye He

Countries citing papers authored by Jeanne Allen

Since Specialization

Citations

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

Fields of papers citing papers by Jeanne Allen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jeanne Allen

This figure shows the co-authorship network connecting the top 25 collaborators of Jeanne Allen. A scholar is included among the top collaborators of Jeanne Allen 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 Jeanne Allen. Jeanne Allen 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

Mortel, Thea van de, et al.. (2024). The influence of near-peer teaching on undergraduate health professional students' self-efficacy beliefs: A systematic integrative review. Nurse Education Today. 143. 106377–106377. 8 indexed citations

Allen, Jeanne, et al.. (2024). Examining the psychometric properties of the self-efficacy in clinical teaching scale with undergraduate nursing students: A cross-sectional study. Nurse Education in Practice. 79. 104093–104093.

Allen, Jeanne, et al.. (2024). Addressing the teacher shortage in Australia: what do the Initial Teacher Education (ITE) completion data tell us?. SHILAP Revista de lepidopterología. 3(1). 1 indexed citations

Allen, Jeanne, et al.. (2021). Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education. 34(1). 78–94. 9 indexed citations

Allen, Jeanne, Parlo Singh, & Leonie Rowan. (2019). Professional experience in initial teacher education: keeping abreast of change in the 21st century. Asia-Pacific Journal of Teacher Education. 47(4). 323–326. 10 indexed citations

Allen, Jeanne, Leonie Rowan, & Parlo Singh. (2018). Through growth to achievement: The potential impact on teacher education of the 2018 Gonski Review. Asia-Pacific Journal of Teacher Education. 46(4). 317–320. 4 indexed citations

Pendergast, Donna, et al.. (2018). Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School. Education Sciences. 8(3). 138–138. 32 indexed citations

Watson, Jane, Suzie Wright, Jeanne Allen, et al.. (2015). Listening to the Community on Student Retention. eCite Digital Repository (University of Tasmania). 1–16. 3 indexed citations

Allen, Jeanne, et al.. (2014). The novice literacy coach: Exploring motivation and persistence in the face of challenge. University of Southern Queensland ePrints (University of Southern Queensland). 1 indexed citations

10.

Watson, Jane, Jeanne Allen, Kim Beswick, et al.. (2013). Issues related to students' decisions to remain in school beyond Year 10. Youth studies Australia. 32(2). 21–29. 9 indexed citations

11.

Cranston, Neil, et al.. (2013). The impact of education law on school principalship: Challenges and emergent findings. eCite Digital Repository (University of Tasmania). 28(2). 79–94. 1 indexed citations

12.

Allen, Jeanne, et al.. (2013). A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education. 41(1). 99–110. 35 indexed citations

13.

Cranston, Neil, et al.. (2012). School Principals and Education Law: What do they know, what do they need to know?. Griffith Research Online (Griffith University, Queensland, Australia). 18(2). 46–61. 5 indexed citations

14.

Cranston, Neil, Jeanne Allen, Jane Watson, Ian Hay, & Kim Beswick. (2012). Findings from a Pilot Study into Student Retention beyond Year 10.. eCite Digital Repository (University of Tasmania). 111(8). 1–9. 2 indexed citations

15.

Allen, Jeanne & Deborah Peach. (2011). Assessing for work-integrated learning experiences: A pre-service teacher perspective. Griffith Research Online (Griffith University, Queensland, Australia). 12(1). 1–18. 2 indexed citations

16.

Allen, Jeanne. (2010). Stakeholders’ perspectives of the nature and role of assessment during practicum. Teaching and Teacher Education. 27(4). 742–750. 45 indexed citations

17.

Allen, Jeanne, et al.. (2010). A fundamental partnership: the experiences of practising teachers as lecturers in a pre‐service teacher education programme. Teachers and Teaching. 16(5). 615–632. 36 indexed citations

18.

Allen, Jeanne. (2009). The "theory-practice gap": Turning theory into practice in a pre-service teacher education program. eCite Digital Repository (University of Tasmania). 9 indexed citations

19.

Allen, Jeanne, Mark Sinclair, & Richard Smith. (2009). Using Mead's Theory of Emergence as a Framework for Sociological Inquiry into Pre-Service Teacher Education. Sociological Research Online. 14(5). 14–26. 4 indexed citations

20.

Allen, Jeanne & Deborah Peach. (2007). Exploring connections between the in-field and on-campus components of a preservice teacher education program: a student perspective. eCite Digital Repository (University of Tasmania). 8(1). 23–36. 30 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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