Julie Moote

870 total citations
22 papers, 544 citations indexed

About

Julie Moote is a scholar working on Education, Safety Research and Sociology and Political Science. According to data from OpenAlex, Julie Moote has authored 22 papers receiving a total of 544 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 8 papers in Safety Research and 7 papers in Sociology and Political Science. Recurrent topics in Julie Moote's work include Career Development and Diversity (8 papers), Education, Achievement, and Giftedness (6 papers) and Youth Education and Societal Dynamics (5 papers). Julie Moote is often cited by papers focused on Career Development and Diversity (8 papers), Education, Achievement, and Giftedness (6 papers) and Youth Education and Societal Dynamics (5 papers). Julie Moote collaborates with scholars based in United Kingdom, Denmark and Sweden. Julie Moote's co-authors include Louise Archer, Jennifer DeWitt, Emily MacLeod, Becky Francis, Lucy Yeomans, Emma Watson, Joanne M. Williams, John Sproule, Morag Henderson and Spela Godec and has published in prestigious journals such as American Educational Research Journal, Journal of Research in Science Teaching and Sex Roles.

In The Last Decade

Julie Moote

22 papers receiving 519 citations

Peers

Julie Moote
Belinda Aeschlimann Switzerland
Annemarie van Langen Netherlands
Spela Godec United Kingdom
Jennie S. Brotman United States
Tiffani Riggers‐Piehl United States
Felicia M. Moore United States
Roxanne Hughes United States
Jemimah L. Young United States
M. Allison Kanny United States
Elizabeth Whitelegg United Kingdom
Belinda Aeschlimann Switzerland
Julie Moote
Citations per year, relative to Julie Moote Julie Moote (= 1×) peers Belinda Aeschlimann

Countries citing papers authored by Julie Moote

Since Specialization
Citations

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

Fields of papers citing papers by Julie Moote

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Julie Moote

This figure shows the co-authorship network connecting the top 25 collaborators of Julie Moote. A scholar is included among the top collaborators of Julie Moote 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 Moote. Julie Moote 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.
DeWitt, Jennifer, et al.. (2025). Who participates in informal science learning experiences? Analysis of data from six surveys of a cohort in England from age 10–22 years. International Journal of Science Education Part B. 15(4). 612–629. 1 indexed citations
2.
Godec, Spela, Louise Archer, Julie Moote, et al.. (2024). A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University. International Journal of Science and Mathematics Education. 22(7). 1615–1636. 12 indexed citations
3.
Holmegaard, Henriette Tolstrup, Louise Archer, Spela Godec, et al.. (2024). Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21. Computer Science Education. 35(2). 238–266. 6 indexed citations
4.
5.
Archer, Louise, Becky Francis, Morag Henderson, et al.. (2023). Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21. British Journal of Sociology of Education. 44(5). 843–859. 5 indexed citations
6.
Archer, Louise, Becky Francis, Julie Moote, et al.. (2022). Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees. Journal of Research in Science Teaching. 60(5). 978–1013. 10 indexed citations
7.
Moote, Julie, Louise Archer, Jennifer DeWitt, & Emily MacLeod. (2020). Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18. Journal of Research in Science Teaching. 57(8). 1228–1249. 64 indexed citations
8.
Archer, Louise, Julie Moote, & Emily MacLeod. (2020). Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students. Journal of the Learning Sciences. 29(3). 347–384. 46 indexed citations
9.
Moote, Julie. (2019). Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme – CREST. Research Papers in Education. 35(4). 379–415. 7 indexed citations
10.
11.
Moote, Julie, Louise Archer, Jennifer DeWitt, & Emily MacLeod. (2019). Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England. Research Papers in Education. 36(4). 402–422. 29 indexed citations
12.
DeWitt, Jennifer, Louise Archer, & Julie Moote. (2018). 15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level. International Journal of Science and Mathematics Education. 17(6). 1071–1087. 32 indexed citations
13.
Moote, Julie & Louise Archer. (2017). Failing to deliver? Exploring the current status of career education provision in England. Research Papers in Education. 33(2). 187–215. 33 indexed citations
14.
15.
Francis, Becky, et al.. (2016). Femininity, science, and the denigration of the girly girl. British Journal of Sociology of Education. 38(8). 1097–1110. 50 indexed citations
16.
Francis, Becky, Louise Archer, Julie Moote, et al.. (2016). The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics. Sex Roles. 76(3-4). 156–174. 75 indexed citations
17.
Moote, Julie, et al.. (2016). ASPIRES 2 Project Spotlight: Year 11 Students’ Views of Careers Education and Work Experience. 5 indexed citations
18.
Archer, Louise, Julie Moote, Becky Francis, Jennifer DeWitt, & Lucy Yeomans. (2016). The “Exceptional” Physics Girl. American Educational Research Journal. 54(1). 88–126. 94 indexed citations
19.
Archer, Louise, Julie Moote, Becky Francis, Jennifer DeWitt, & Lucy Yeomans. (2016). Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England. Research Papers in Education. 32(3). 296–315. 11 indexed citations
20.
Moote, Julie, Joanne M. Williams, & John Sproule. (2013). When Students Take Control: Investigating the Impact of the CREST Inquiry-Based Learning Program on Self-Regulated Processes and Related Motivations in Young Science Students. Journal of Cognitive Education and Psychology. 12(2). 178–196. 14 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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