Jennifer Gore

6.4k total citations · 2 hit papers
108 papers, 3.5k citations indexed

About

Jennifer Gore is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Jennifer Gore has authored 108 papers receiving a total of 3.5k indexed citations (citations by other indexed papers that have themselves been cited), including 70 papers in Education, 21 papers in Sociology and Political Science and 9 papers in Developmental and Educational Psychology. Recurrent topics in Jennifer Gore's work include Teacher Education and Leadership Studies (36 papers), Education Systems and Policy (28 papers) and Higher Education Research Studies (9 papers). Jennifer Gore is often cited by papers focused on Teacher Education and Leadership Studies (36 papers), Education Systems and Policy (28 papers) and Higher Education Research Studies (9 papers). Jennifer Gore collaborates with scholars based in Australia, United States and United Kingdom. Jennifer Gore's co-authors include Leanne Fray, Kenneth M. Zeichner, Kathryn Holmes, Julie Bowe, Adam Lloyd, Jessica Harris, Max Smith, James G. Ladwig, Andrew Gitlin and M. Cecil Smith and has published in prestigious journals such as Contemporary Sociology A Journal of Reviews, British Journal of Sports Medicine and Australasian Journal of Paramedicine.

In The Last Decade

Jennifer Gore

102 papers receiving 3.0k citations

Hit Papers

Effects of professional development on the quality of tea... 2017 2026 2020 2023 2017 2018 50 100 150
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.

  1. Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
    2017 193 citations Jennifer Gore, Adam Lloyd et al. profile →
  2. Why people choose teaching: A scoping review of empirical studies, 2007–2016
    2018 123 citations Leanne Fray, Jennifer Gore profile →

Peers

Jennifer Gore
Geert Kelchtermans Belgium
Robert V. Bullough United States
Paulien C. Meijer Netherlands
Alison Cook‐Sather United States
Dan C. Lortie United States
Ronald Gallimore United States
H. Richard Milner United States
Richard M. Ingersoll United States
Mirka Koro‐Ljungberg United States
J. Amos Hatch United States
Geert Kelchtermans Belgium
Jennifer Gore
Citations per year, relative to Jennifer Gore Jennifer Gore (= 1×) peers Geert Kelchtermans

Countries citing papers authored by Jennifer Gore

Since Specialization
Citations

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

Fields of papers citing papers by Jennifer Gore

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jennifer Gore

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

All Works

20 of 20 papers shown
1.
Harris, Jessica, et al.. (2024). Building middle leading practice through pedagogy-focused professional development. Educational Management Administration & Leadership. 54(1). 71–89. 3 indexed citations
2.
Gore, Jennifer, et al.. (2023). Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher. 51(2). 547–570. 24 indexed citations
3.
Gore, Jennifer, et al.. (2022). Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice. The International Journal for Academic Development. 30(4). 553–568. 14 indexed citations
4.
Fray, Leanne, et al.. (2022). Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools. The Australian Educational Researcher. 50(3). 701–727. 34 indexed citations
5.
Fray, Leanne, et al.. (2022). Schooling upheaval during COVID-19: troubling consequences for students’ return to school. The Australian Educational Researcher. 50(5). 1533–1550. 11 indexed citations
6.
Gore, Jennifer, et al.. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. The Australian Educational Researcher. 48(4). 605–637. 113 indexed citations
7.
Lloyd, Adam, Jennifer Gore, Kathryn Holmes, Max Smith, & Leanne Fray. (2018). Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender. Figshare. 10(2). 308–328. 34 indexed citations
8.
Gore, Jennifer, et al.. (2018). Profiling Australian school students’ interest in a nursing career: insights for ensuring the future workforce. Australian journal of advanced nursing. 35(2). 4 indexed citations
9.
Gore, Jennifer, et al.. (2017). Choosing VET: Investigating the VET Aspirations of School Students. NCVER Research Report.. National Centre for Vocational Education Research. 3 indexed citations
10.
Prieto, Elena, Jennifer Gore, & Kathryn Holmes. (2016). Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach. Australasian Journal of Paramedicine. 41(8). 22–39. 7 indexed citations
11.
12.
Gore, Jennifer, et al.. (2009). On the status and quality of physical education as school subject: an empirical study of classroom and assessment practice. NOVA (University of Newcastle, Australia). 2 indexed citations
13.
Griffiths, Tom, et al.. (2008). Equity and pedagogy: familiar patterns and QT based possibilities. NOVA (University of Newcastle Australia). 4 indexed citations
14.
Ladwig, James G., et al.. (2008). Equity effects of Quality Teaching: closing the gap. NOVA (University of Newcastle Australia). 11 indexed citations
15.
Gore, Jennifer, et al.. (2007). On the place of pedagogy in the induction of early career teachers. Figshare. 9 indexed citations
16.
Gore, Jennifer, et al.. (2005). Professional learning, pedagogical improvement, and the circulation of power. NOVA (University of Newcastle Australia). 4 indexed citations
17.
Ladwig, James G. & Jennifer Gore. (2005). Measuring teacher quality and student achievement. NOVA (University of Newcastle Australia). 4 indexed citations
18.
Ladwig, James G., et al.. (1999). Australia: Education in a post-penal, post-industrial, post-modern, soon-to-be post-colonial nation. Queensland's institutional digital repository (The University of Queensland). 3 indexed citations
19.
Gore, Jennifer. (1992). La ética foucaultiana y la pedagogía feminista. Revista de educación. 155–178. 1 indexed citations
20.
McKay, Jim, Jennifer Gore, & David Kirk. (1990). Beyond the Limits of Technocratic Physical Education. Quest. 42(1). 52–76. 97 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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