Joe O’Hara

2.0k total citations
89 papers, 1.2k citations indexed

About

Joe O’Hara is a scholar working on Education, Information Systems and Management and Management Science and Operations Research. According to data from OpenAlex, Joe O’Hara has authored 89 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Education, 38 papers in Information Systems and Management and 38 papers in Management Science and Operations Research. Recurrent topics in Joe O’Hara's work include Evaluation and Performance Assessment (38 papers), Educational Assessment and Improvement (38 papers) and Teacher Education and Leadership Studies (23 papers). Joe O’Hara is often cited by papers focused on Evaluation and Performance Assessment (38 papers), Educational Assessment and Improvement (38 papers) and Teacher Education and Leadership Studies (23 papers). Joe O’Hara collaborates with scholars based in Ireland, Spain and Austria. Joe O’Hara's co-authors include Gerry McNamara, Martin Brown, Shivaun O’Brien, Herbert Altrichter, Melanie Ehren, Craig Skerritt, Guri Skedsmo, Funda Nayır, Kathy Harrison and Guri A. Nortvedt and has published in prestigious journals such as SHILAP Revista de lepidopterología, Heliyon and Education and Information Technologies.

In The Last Decade

Joe O’Hara

81 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joe O’Hara Ireland 22 876 515 428 139 134 89 1.2k
Amanda Cooper Canada 13 365 0.4× 222 0.4× 179 0.4× 104 0.7× 41 0.3× 32 692
Marisa Cannata United States 17 841 1.0× 325 0.6× 108 0.3× 92 0.7× 35 0.3× 49 1.0k
Stacey A. Rutledge United States 16 741 0.8× 316 0.6× 76 0.2× 151 1.1× 43 0.3× 38 860
Stewart C. Purkey United States 6 1.1k 1.3× 268 0.5× 90 0.2× 102 0.7× 117 0.9× 9 1.4k
Audrey Amrein‐Beardsley United States 16 823 0.9× 325 0.6× 87 0.2× 118 0.8× 42 0.3× 62 987
Margaret E. Goertz United States 16 980 1.1× 205 0.4× 93 0.2× 143 1.0× 74 0.6× 82 1.2k
Dorothea Anagnostopoulos United States 19 715 0.8× 195 0.4× 51 0.1× 203 1.5× 58 0.4× 35 923
Donald Boyd United States 17 1.6k 1.8× 238 0.5× 52 0.1× 156 1.1× 34 0.3× 39 1.8k
Daniel L. Duke United States 18 712 0.8× 185 0.4× 63 0.1× 84 0.6× 24 0.2× 79 951
Haim Shaked Israel 15 494 0.6× 88 0.2× 67 0.2× 62 0.4× 39 0.3× 68 692

Countries citing papers authored by Joe O’Hara

Since Specialization
Citations

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

Fields of papers citing papers by Joe O’Hara

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Joe O’Hara. 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 Joe O’Hara. The network helps show where Joe O’Hara may publish in the future.

Co-authorship network of co-authors of Joe O’Hara

This figure shows the co-authorship network connecting the top 25 collaborators of Joe O’Hara. A scholar is included among the top collaborators of Joe O’Hara 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 Joe O’Hara. Joe O’Hara 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.
O’Hara, Joe, et al.. (2025). Academic freedom in Irish higher education. Power and Education.
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Brown, Martin, et al.. (2024). Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development. Irish Educational Studies. 43(4). 1501–1522. 4 indexed citations
6.
O’Hara, Joe, et al.. (2023). Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective. New Directions for Evaluation. 2023(180). 65–71. 2 indexed citations
7.
O’Brien, Shivaun, Gerry McNamara, Joe O’Hara, Martin Brown, & Craig Skerritt. (2022). Teacher leadership in school self-evaluation: an approach to professional development. Irish Educational Studies. 43(4). 703–718. 4 indexed citations
8.
Skerritt, Craig, Joe O’Hara, Martin Brown, Gerry McNamara, & Shivaun O’Brien. (2021). Enacting school self-evaluation: the policy actors in Irish schools. International Studies in Sociology of Education. 32(3). 694–716. 21 indexed citations
9.
Skerritt, Craig, Joe O’Hara, & Martin Brown. (2021). Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device. Irish Educational Studies. 42(3). 297–314. 6 indexed citations
10.
Brown, Martin, et al.. (2021). Global messages from the edge of Europe the cause and effect of leadership and planning strategies during the COVID-19 pandemic. Irish Educational Studies. 40(2). 151–159. 15 indexed citations
11.
Brown, Martin, Herbert Altrichter, María José Rodríguez Conde, et al.. (2021). Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries. Policy Futures in Education. 20(5). 580–607. 22 indexed citations
12.
Vanhoof, Jan, et al.. (2021). Drivers for student and parent voice in school self-evaluation activities. Studies In Educational Evaluation. 71. 101067–101067. 4 indexed citations
13.
Nortvedt, Guri A., Martin Brown, Gerry McNamara, et al.. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment Evaluation and Accountability. 32(1). 5–27. 36 indexed citations
14.
O’Brien, Shivaun, Gerry McNamara, Joe O’Hara, & Martin Brown. (2020). Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process. Professional Development in Education. 48(2). 273–297. 21 indexed citations
15.
Brown, Martin, Gerry McNamara, Shivaun O’Brien, Craig Skerritt, & Joe O’Hara. (2020). Policy and practice: including parents and students in school self-evaluation. Irish Educational Studies. 39(4). 511–534. 15 indexed citations
16.
O’Hara, Joe, et al.. (2019). The potential, limitations and evaluation of education networks in a monocentric system. Revista de Investigación Educativa. 38(1). 33–52. 6 indexed citations
17.
Brown, Martin, et al.. (2019). Polycentric inspection: A catalyst for sparking positive interactions in educational networks. Evaluation. 26(1). 76–97. 13 indexed citations
18.
Brown, Martin, et al.. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon. 4(11). e00899–e00899. 21 indexed citations
19.
Devitt, Ann, et al.. (2018). Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland. Irish Educational Studies. 37(3). 351–372. 12 indexed citations
20.
McNamara, Gerry, et al.. (2005). An analysis of the training needs of staff in the further education sector in the Republic of Ireland.. Arrow@dit (Dublin Institute of Technology). 1 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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