Loraine McKay

531 total citations
25 papers, 310 citations indexed

About

Loraine McKay is a scholar working on Education, Human Factors and Ergonomics and Clinical Psychology. According to data from OpenAlex, Loraine McKay has authored 25 papers receiving a total of 310 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 6 papers in Human Factors and Ergonomics and 5 papers in Clinical Psychology. Recurrent topics in Loraine McKay's work include Teacher Education and Leadership Studies (10 papers), Innovative Education and Learning Practices (6 papers) and Education Systems and Policy (4 papers). Loraine McKay is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Innovative Education and Learning Practices (6 papers) and Education Systems and Policy (4 papers). Loraine McKay collaborates with scholars based in Australia, Switzerland and Sweden. Loraine McKay's co-authors include Georgina Barton, Suzanne Carrington, Wendi Beamish, Ella Kahu, Susanne Garvis, Katherine Main, Laura A. Dean, Julie Dunn, Beth Saggers and Stephen Billett and has published in prestigious journals such as Australasian Journal of Paramedicine, Teaching and Teacher Education and Journal of Teacher Education.

In The Last Decade

Loraine McKay

24 papers receiving 292 citations

Peers

Loraine McKay

EDUCA

SPS

Lois A. Yamauchi United States

Miriam Raider-Roth United States

Amelia Church Australia

Judith T. Wagner United States

Albertina Mitjáns Martínez Brazil

Gale Macleod United Kingdom

Behnosh Najafi United States

Sabine Weiß Germany

Maria Amélia Almeida Brazil

Noel Purdy United Kingdom

Lois A. Yamauchi United States

Loraine McKay

190 ×0.9

EDUCA

70 ×1.1

SPS

41 ×0.8

53 ×1.2

29 ×0.9

Citations per year, relative to Loraine McKay Loraine McKay (= 1×) peers Lois A. Yamauchi

Countries citing papers authored by Loraine McKay

Since Specialization

Citations

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

Fields of papers citing papers by Loraine McKay

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Loraine McKay

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

Billett, Stephen, et al.. (2024). Initiating, enacting and sustaining partnerships to inform post-school pathways. Journal of Education and Work. 37(1-4). 149–164. 1 indexed citations

Carrington, Suzanne, et al.. (2024). Evidence of transformative leadership for inclusive practice. Teaching and Teacher Education. 141. 104466–104466. 5 indexed citations

McKay, Loraine, et al.. (2024). Using hope theory to understand changes from professional learning in inclusive education. British Educational Research Journal. 51(1). 299–320.

McKay, Loraine, et al.. (2021). “My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience. Student Success. 12(2). 16 indexed citations

Beamish, Wendi, et al.. (2021). Understanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers. Australasian Journal of Paramedicine. 46(1). 24–38. 6 indexed citations

McKay, Loraine. (2021). Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university. Teaching and Teacher Education. 105. 103424–103424. 15 indexed citations

McKay, Loraine, et al.. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research. 109. 101799–101799. 29 indexed citations

McKay, Loraine, et al.. (2020). Arts-Based Research, Resilience and Well-being Across the Lifespan. University of Southern Queensland ePrints (University of Southern Queensland). 13 indexed citations

Beamish, Wendi, et al.. (2020). Please listen to us: Adolescent autistic girls speak about learning and academic success. Improving Schools. 24(3). 196–209. 10 indexed citations

10.

McKay, Loraine, et al.. (2019). Harnessing creativity through arts-based research to support teachers’ identity development. Journal of Adult and Continuing Education. 26(1). 25–42. 23 indexed citations

11.

McKay, Loraine. (2019). Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education. Teaching and Teacher Education. 86. 102920–102920. 16 indexed citations

12.

McKay, Loraine & Georgina Barton. (2018). Exploring how arts-based reflection can support teachers' resilience and well-being. Teaching and Teacher Education. 75. 356–365. 43 indexed citations

13.

McKay, Loraine & Julie Dunn. (2018). Critical consciousness as a response to student disengagement: an initial teacher education case study. Teaching Education. 31(2). 162–176. 2 indexed citations

14.

McKay, Loraine, et al.. (2018). Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice. Journal of Teacher Education. 70(4). 360–371. 9 indexed citations

15.

McKay, Loraine, et al.. (2017). Early career academics learning the game in Whackademia. Higher Education Research & Development. 36(6). 1251–1263. 40 indexed citations

16.

McKay, Loraine & Laura A. Dean. (2017). Powering Up Students to Challenge Their Own Deficit Views. Journal of Adolescent & Adult Literacy. 61(3). 257–266. 2 indexed citations

17.

Barton, Georgina & Loraine McKay. (2016). Conceptualising a Literacy Education Model for Junior Secondary Students: The Spatial and Reflective Practices of an Australian School.. Griffith Research Online (Griffith University, Queensland, Australia). 51(1). 37–45. 2 indexed citations

18.

Barton, Georgina & Loraine McKay. (2016). Adolescent learners and reading: Exploring a collaborative, community approach. The Australian Journal of Language and Literacy. 39(2). 162–175. 4 indexed citations

19.

McKay, Loraine. (2015). Beginning teachers and inclusive education: frustrations, dilemmas and growth. International Journal of Inclusive Education. 20(4). 383–396. 36 indexed citations

20.

McKay, Loraine, et al.. (2014). Becoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education. The Australian journal of teacher education. 39(3). 15 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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