Julie A. Gray

3.4k total citations · 2 hit papers
43 papers, 2.1k citations indexed

About

Julie A. Gray is a scholar working on Education, General Health Professions and Economics and Econometrics. According to data from OpenAlex, Julie A. Gray has authored 43 papers receiving a total of 2.1k indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 8 papers in General Health Professions and 4 papers in Economics and Econometrics. Recurrent topics in Julie A. Gray's work include Teacher Education and Leadership Studies (5 papers), Coaching Methods and Impact (3 papers) and Parental Involvement in Education (3 papers). Julie A. Gray is often cited by papers focused on Teacher Education and Leadership Studies (5 papers), Coaching Methods and Impact (3 papers) and Parental Involvement in Education (3 papers). Julie A. Gray collaborates with scholars based in United Kingdom, United States and Thailand. Julie A. Gray's co-authors include W. Scott Richardson, William Rosenberg, R. Brian Haynes, David L. Sackett, Günther Eysenbach, C. John Tarter, Sharon D. Kruse, Robert S. Caine, D L Sackett and Abdul Roudsari and has published in prestigious journals such as The Lancet, Frontiers in Plant Science and Journal of Epidemiology & Community Health.

In The Last Decade

Julie A. Gray

40 papers receiving 1.9k citations

Hit Papers

Evidence based medicine: what it is and what it isn't. 1996. 2007 2026 2013 2019 2007 2016 200 400 600
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. Evidence based medicine: what it is and what it isn't. 1996.
    2007 682 citations William Rosenberg, Julie A. Gray et al. PubMed profile →
  2. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments
    2016 369 citations Julie A. Gray et al. ˜The œinternational journal of educational leadership preparation profile →

Peers

Julie A. Gray
Janet Harvey United Kingdom
Catherine Houghton Ireland
R. Dwight Hare United States
Karen Hartman United States
Elaine Barnett-Page United Kingdom
John Fletcher United States
Burns United States
Meghan Kenny Canada
Rebecca Rees United Kingdom
Mary Kane United States
Janet Harvey United Kingdom
Julie A. Gray
Citations per year, relative to Julie A. Gray Julie A. Gray (= 1×) peers Janet Harvey

Countries citing papers authored by Julie A. Gray

Since Specialization
Citations

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

Fields of papers citing papers by Julie A. Gray

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Julie A. Gray. 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 Julie A. Gray. The network helps show where Julie A. Gray may publish in the future.

Co-authorship network of co-authors of Julie A. Gray

This figure shows the co-authorship network connecting the top 25 collaborators of Julie A. Gray. A scholar is included among the top collaborators of Julie A. Gray 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 Julie A. Gray. Julie A. Gray 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.
Gray, Julie A., et al.. (2023). Perspectives of two principals: how to mitigate learning loss in turnaround schools. Preventing School Failure Alternative Education for Children and Youth. 67(3). 145–154.
2.
Gray, Julie A., et al.. (2022). Leadership-Focused Coaching in Action: An Approach to Continuous Improvement and Supporting Public Schools. Érudit (Université de Montréal). 18(1). 1 indexed citations
3.
Bertolino, Lígia T., Robert S. Caine, Xiaojia Yin, et al.. (2022). Stomatal Development and Gene Expression in Rice Florets. Plant and Cell Physiology. 63(11). 1679–1694. 8 indexed citations
4.
Gray, Julie A. & Roxanne M. Mitchell. (2021). Academic optimism and enabling school structure: Predictors of professional learning communities. ˜The œinternational journal of educational leadership preparation. 16(1). 1–23. 3 indexed citations
5.
Caine, Robert S., et al.. (2020). Pores for Thought: Can Genetic Manipulation of Stomatal Density Protect Future Rice Yields?. Frontiers in Plant Science. 10. 1783–1783. 47 indexed citations
6.
Gray, Julie A.. (2018). Leadership Coaching and Mentoring: A Research-Based Model for School Partnerships. 13(12). 10 indexed citations
7.
Gray, Julie A.. (2018). Leadership-Focused Coaching: A Research-Based Approach for Supporting Aspiring Leaders.. ˜The œinternational journal of educational leadership preparation. 13(1). 100–120. 4 indexed citations
8.
Kruse, Sharon D. & Julie A. Gray. (2018). A Case Study Approach to Educational Leadership. 1 indexed citations
9.
Gray, Julie A., et al.. (2016). Enabling School Structures, Trust, and Collective Efficacy in Private International Schools. 11(3). 10 indexed citations
10.
Gray, Julie A., et al.. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. ˜The œinternational journal of educational leadership preparation. 11(1). 98–119. 369 indexed citations breakdown →
11.
Gray, Julie A., Roxanne M. Mitchell, & C. John Tarter. (2014). Organizational and relational factors in professional learning communities. Planning and changing. 45. 83–98. 8 indexed citations
12.
Gray, Julie A.. (2013). The shift to personalised and population medicine. The Lancet. 382(9888). 200–201. 47 indexed citations
13.
Gray, Julie A., et al.. (2012). International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy. 14(3). 61–75. 19 indexed citations
14.
Boulos, Maged N. Kamel, et al.. (2001). The Use of Quality Benchmarking in Assessing Web Resources for the Dermatology Virtual Branch Library of the National electronic Library for Health (NeLH). Journal of Medical Internet Research. 3(1). e5–e5. 21 indexed citations
15.
16.
Sackett, D L, William Rosenberg, Julie A. Gray, R. Brian Haynes, & W. Scott Richardson. (1996). Authors' reply. BMJ. 313(7050). 170.4–171. 42 indexed citations
17.
Gray, Julie A.. (1992). Providing Quality Care - The Challenge to Physicians. BMJ Quality & Safety. 1(1). 81–82. 6 indexed citations
18.
Keeble, Brian, et al.. (1989). The practice annual report: post mortem or prescription?. PubMed. 39(328). 467–9. 3 indexed citations
19.
Gray, Julie A.. (1984). Personal View. BMJ. 289(6437). 106–106. 1 indexed citations
20.
Rodgers, Jackie & Julie A. Gray. (1982). Long-stay care for elderly people: its continuing evolution.. BMJ. 285(6343). 707–709. 5 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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