Jim McNally

510 total citations
20 papers, 354 citations indexed

About

Jim McNally is a scholar working on Education, Human Factors and Ergonomics and Developmental and Educational Psychology. According to data from OpenAlex, Jim McNally has authored 20 papers receiving a total of 354 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Human Factors and Ergonomics and 4 papers in Developmental and Educational Psychology. Recurrent topics in Jim McNally's work include Teacher Education and Leadership Studies (11 papers), Innovative Education and Learning Practices (6 papers) and Education Systems and Policy (4 papers). Jim McNally is often cited by papers focused on Teacher Education and Leadership Studies (11 papers), Innovative Education and Learning Practices (6 papers) and Education Systems and Policy (4 papers). Jim McNally collaborates with scholars based in United Kingdom, Sweden and United States. Jim McNally's co-authors include Bill Cope, Ian Stronach, Jane McNicholl, Viv Ellis, Peter B. Gray, Brian Corbin, Iddo Oberski, John I’Anson, Ian Menter and Nick Boreham and has published in prestigious journals such as Renewable Energy, Teaching and Teacher Education and International Journal of Science Education.

In The Last Decade

Jim McNally

19 papers receiving 311 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jim McNally United Kingdom	11	295	72	69	54	32	20	354
Gunnar Handal Norway	9	284 1.0×	41 0.6×	70 1.0×	36 0.7×	37 1.2×	21	352
Brian Corbin United Kingdom	5	282 1.0×	92 1.3×	28 0.4×	99 1.8×	14 0.4×	11	377
Andrew Northedge United Kingdom	6	292 1.0×	22 0.3×	58 0.8×	36 0.7×	12 0.4×	8	382
Nadine Petersen South Africa	12	308 1.0×	25 0.3×	48 0.7×	59 1.1×	27 0.8×	44	371
Lynn Sheridan Australia	10	249 0.8×	14 0.2×	42 0.6×	28 0.5×	44 1.4×	39	359
Kay Martinez Australia	10	253 0.9×	27 0.4×	12 0.2×	40 0.7×	16 0.5×	18	306
Ingrid Helleve Norway	9	322 1.1×	52 0.7×	74 1.1×	63 1.2×	39 1.2×	32	386
Sharon Nodie Oja United States	8	237 0.8×	20 0.3×	53 0.8×	54 1.0×	20 0.6×	19	313
Tone Kvernbekk Norway	8	164 0.6×	18 0.3×	48 0.7×	57 1.1×	24 0.8×	38	255
W.L. Wardekker Netherlands	12	268 0.9×	43 0.6×	39 0.6×	77 1.4×	14 0.4×	31	330

Countries citing papers authored by Jim McNally

Since Specialization

Citations

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

Fields of papers citing papers by Jim McNally

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jim McNally

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

McNally, Jim, et al.. (2025). On the optimal sizing of power take-off systems for wave energy converters. Renewable Energy. 252. 123375–123375. 1 indexed citations

Ellis, Viv, et al.. (2014). Academic work and proletarianisation: A study of higher education-based teacher educators. Teaching and Teacher Education. 40. 33–43. 53 indexed citations

McNally, Jim, et al.. (2012). The negative influence of significant others on high academic achieving school pupils' choice of nursing as a career. Nurse Education Today. 33(3). 205–209. 22 indexed citations

Ellis, Viv, et al.. (2011). Teacher educators for the 21st century: the work of teacher education. Digital Education Resource Archive (University College London). 1 indexed citations

Ellis, Viv, et al.. (2011). The Work of Teacher Education. 1 indexed citations

McNally, Jim, et al.. (2010). Miss, What's My Name? New teacher identity as a question of reciprocal ontological security. Educational Philosophy and Theory. 44(2). 196–211. 7 indexed citations

McNally, Jim, et al.. (2009). The informal learning of new teachers in school. Journal of Workplace Learning. 21(4). 322–333. 34 indexed citations

McNally, Jim & Ian Menter. (2009). Teacher learning and development in the UK. Teaching and Teacher Education. 25(7). 941–943. 5 indexed citations

McNally, Jim, Nick Boreham, Brian Corbin, & Ian Stronach. (2008). The learning and development of new teachers in their first year of teaching: evidence from the TLRP Early Professional Learning Project. Strathprints: The University of Strathclyde institutional repository (University of Strathclyde). 1 indexed citations

10.

McNally, Jim, et al.. (2008). Finding an identity and meeting a standard: connecting the conflicting in teacher induction. Journal of Education Policy. 23(3). 287–298. 42 indexed citations

11.

McNally, Jim. (2006). From Informal Learning to Identity Formation: A Conceptual Journey in Early Teacher Development. Scottish Educational Review. 37(3). 79–89. 27 indexed citations

12.

Oberski, Iddo & Jim McNally. (2006). Holism in teacher development: A Goethean perspective. Teaching and Teacher Education. 23(6). 935–943. 10 indexed citations

13.

McNally, Jim, et al.. (2005). ‘They think that swearing is okay’: first lessons in behaviour management. Journal of Education for Teaching International Research and Pedagogy. 31(3). 169–185. 32 indexed citations

14.

McNally, Jim. (2005). Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education. 28(4). 423–438. 12 indexed citations

15.

McNally, Jim & Iddo Oberski. (2003). Right at the start: an agenda for research and development in teacher induction. Teacher Development. 7(1). 59–74. 10 indexed citations

16.

Cope, Bill, et al.. (2003). Grading the practice of teaching: an unholy union of incompatibles. Assessment & Evaluation in Higher Education. 28(6). 673–684. 8 indexed citations

17.

McNally, Jim. (2002). Developments in Teacher Induction in Scotland and Implications for the Role of Higher Education. Journal of Education for Teaching International Research and Pedagogy. 28(2). 149–164. 25 indexed citations

18.

Cope, Bill, et al.. (1995). Student and probationary teachers’ evaluation of a concurrent teacher education programme. Evaluation & Research in Education. 9(3). 121–134. 1 indexed citations

19.

McNally, Jim, et al.. (1994). Current realities in the student teaching experience: A preliminary inquiry. Teaching and Teacher Education. 10(2). 219–230. 51 indexed citations

20.

Stronach, Ian, et al.. (1994). The Soed 'Competence' Guidelines for Initial Teacher Training: Issues of Control, Performance and Relevance. Scottish Educational Review. 26(2). 118–133. 11 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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