Pearl Subban

1.6k total citations · 2 hit papers
36 papers, 983 citations indexed

About

Pearl Subban is a scholar working on Education, Sociology and Political Science and Clinical Psychology. According to data from OpenAlex, Pearl Subban has authored 36 papers receiving a total of 983 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 11 papers in Sociology and Political Science and 9 papers in Clinical Psychology. Recurrent topics in Pearl Subban's work include Collaborative Teaching and Inclusion (16 papers), Teacher Education and Leadership Studies (16 papers) and Inclusion and Disability in Education and Sport (7 papers). Pearl Subban is often cited by papers focused on Collaborative Teaching and Inclusion (16 papers), Teacher Education and Leadership Studies (16 papers) and Inclusion and Disability in Education and Sport (7 papers). Pearl Subban collaborates with scholars based in Australia, Switzerland and Greece. Pearl Subban's co-authors include Umesh Sharma, Stuart Woodcock, Elizabeth Hitches, Paola Aiello, Fiona May, Tim Loreman, Edwin Creely, Jane Southcott, Elias Avramidis and Sarah Hopkins and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Pearl Subban

32 papers receiving 862 citations

Hit Papers

align trajectories

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.

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

2022 120 citations Stuart Woodcock, Umesh Sharma et al. profile →
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

2022 118 citations Umesh Sharma, Pearl Subban et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Pearl Subban Australia	14	721	246	211	147	139	36	983
Mirna Nel South Africa	11	782 1.1×	303 1.2×	284 1.3×	171 1.2×	153 1.1×	26	1.0k
Anke Heyder Germany	17	516 0.7×	199 0.8×	146 0.7×	108 0.7×	132 0.9×	35	959
Diane Yendol‐Hoppey United States	17	819 1.1×	170 0.7×	90 0.4×	147 1.0×	59 0.4×	43	1.0k
Mary Hill New Zealand	16	529 0.7×	127 0.5×	54 0.3×	114 0.8×	88 0.6×	78	814
Malte Jansen Germany	19	685 1.0×	195 0.8×	170 0.8×	279 1.9×	93 0.7×	58	1.4k
Mary Rice United States	16	662 0.9×	90 0.4×	79 0.4×	146 1.0×	126 0.9×	92	931
Yvonne Goddard United States	14	1.3k 1.8×	90 0.4×	158 0.7×	278 1.9×	75 0.5×	21	1.6k
Alyson Adams United States	8	1.5k 2.1×	156 0.6×	112 0.5×	457 3.1×	53 0.4×	18	1.8k
Marshall Welch United States	18	683 0.9×	64 0.3×	208 1.0×	295 2.0×	223 1.6×	61	958
David Zyngier Australia	12	538 0.7×	195 0.8×	59 0.3×	142 1.0×	41 0.3×	46	807

Countries citing papers authored by Pearl Subban

Since Specialization

Citations

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

Fields of papers citing papers by Pearl Subban

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Pearl Subban

This figure shows the co-authorship network connecting the top 25 collaborators of Pearl Subban. A scholar is included among the top collaborators of Pearl Subban 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 Pearl Subban. Pearl Subban is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Subban, Pearl, et al.. (2025). Stories of inspiration and agency: Messages from culturally diverse, gifted young adults living in low SES circumstances to the next generation. Gifted and Talented International. 40(1). 1–28.

Loreman, Tim, et al.. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. Frontiers in Psychology. 16. 1530689–1530689.

Sharma, Umesh, et al.. (2024). How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland. Use Siena air (University of Siena). 34(1). 17–41. 4 indexed citations

Subban, Pearl, et al.. (2024). “Differentiation is Sometimes a Hit and Miss”. Educator Perceptions of Differentiated Instruction in the Higher Education Sector. The Asia-Pacific Education Researcher. 34(3). 873–884. 1 indexed citations

Subban, Pearl, et al.. (2024). “I Used to Have a lot of Bitterness and Anger Towards Those Who Were Handed Things”. Examining the Need for a More Culturally Responsive Framework for Research With Vulnerable Gifted Populations. International Journal of Qualitative Methods. 23. 1 indexed citations

Subban, Pearl, et al.. (2024). ‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia. Monash University Research Portal (Monash University). 48(1). 30–45. 1 indexed citations

Subban, Pearl, et al.. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching. 30(5). 668–683. 3 indexed citations

Subban, Pearl, et al.. (2023). Art‐based research to explore children's lived experiences of dysgraphia. Children & Society. 38(2). 381–403. 2 indexed citations

Subban, Pearl, et al.. (2023). Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India. Monash University Research Portal (Monash University). 47(2). 78–95.

10.

Sharma, Umesh, Tim Loreman, Fiona May, et al.. (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education. 39(2). 167–184. 10 indexed citations

11.

Subban, Pearl, et al.. (2023). “I Look at Their Rights First”: Strategies Used by Australian Behaviour Support Practitioners’ to Protect and Uphold the Rights of People with Disabilities. Advances in Neurodevelopmental Disorders. 8(1). 17–34. 8 indexed citations

12.

Subban, Pearl, et al.. (2023). ‘Stakeholders are almost always resistant’: Australian behaviour support practitioners’ perceptions of the barriers and enablers to reducing restrictive practices. International Journal of Developmental Disabilities. 69(1). 66–82. 13 indexed citations

13.

Hopkins, Sarah, et al.. (2023). Preparing preservice teachers for working with students with intellectual disability: evaluating the impact of supplementary fieldwork experiences. International Journal of Inclusive Education. 28(14). 3518–3532.

14.

Subban, Pearl, et al.. (2023). Gifted, disadvantaged, unseen: A scoping study of giftedness, disadvantage and cultural difference in young adult learners. SHILAP Revista de lepidopterología. 7(1). 100477–100477. 5 indexed citations

15.

Subban, Pearl, et al.. (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education. 38(2). 291–302. 12 indexed citations

16.

Sharma, Umesh, et al.. (2022). Who Is Responsible for Students’ Challenging Behaviour? A Study of the Causal Attributions of Teachers to Challenging Behaviour in Primary Schools in West Bengal, India. Disabilities. 2(1). 56–72. 4 indexed citations

17.

Creely, Edwin, et al.. (2021). University teachers’ well-being during a pandemic: the experiences of five academics. Research Papers in Education. 37(6). 1241–1262. 10 indexed citations

18.

Subban, Pearl, et al.. (2021). A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction. Teachers and Teaching. 27(8). 753–766. 21 indexed citations

19.

Subban, Pearl, et al.. (2021). A scoping review to map research on children with dysgraphia, their carers, and educators. 27(1). 19–63. 9 indexed citations

20.

Subban, Pearl. (2006). Differentiated Instruction: A Research Basis.. International education journal. 7(7). 935–947. 212 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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