Rachel Lofthouse

701 total citations
35 papers, 422 citations indexed

About

Rachel Lofthouse is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Rachel Lofthouse has authored 35 papers receiving a total of 422 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 14 papers in Developmental and Educational Psychology and 10 papers in Human Factors and Ergonomics. Recurrent topics in Rachel Lofthouse's work include Reflective Practices in Education (16 papers), Innovative Education and Learning Practices (10 papers) and Teacher Education and Leadership Studies (8 papers). Rachel Lofthouse is often cited by papers focused on Reflective Practices in Education (16 papers), Innovative Education and Learning Practices (10 papers) and Teacher Education and Leadership Studies (8 papers). Rachel Lofthouse collaborates with scholars based in United Kingdom, Australia and Netherlands. Rachel Lofthouse's co-authors include David Leat, Ulrike Thomas, Elaine Hall, David Wright, Peter Birmingham, Trista Hollweck, Quinta Kools, Jillian Clarke, Lucy Tiplady and Pamela Woolner and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and Teachers and Teaching.

In The Last Decade

Rachel Lofthouse

33 papers receiving 385 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Rachel Lofthouse United Kingdom	13	340	107	53	42	38	35	422
Marion Meiers Australia	7	473 1.4×	156 1.5×	20 0.4×	43 1.0×	9 0.2×	41	564
Fiona King Ireland	12	388 1.1×	75 0.7×	37 0.7×	37 0.9×	6 0.2×	41	489
William A. Sommers	5	325 1.0×	66 0.6×	26 0.5×	25 0.6×	10 0.3×	9	381
Philip E. Poekert United States	9	294 0.9×	64 0.6×	31 0.6×	36 0.9×	6 0.2×	17	351
Stéphane Colognesi Belgium	11	297 0.9×	127 1.2×	35 0.7×	175 4.2×	13 0.3×	78	424
Bronwen Maxwell United Kingdom	11	352 1.0×	58 0.5×	48 0.9×	51 1.2×	4 0.1×	36	442
Marion Dadds United Kingdom	9	289 0.8×	60 0.6×	60 1.1×	86 2.0×	8 0.2×	20	398
Sue Swaffield United Kingdom	11	304 0.9×	80 0.7×	32 0.6×	30 0.7×	6 0.2×	19	380
Evelien Ketelaar Netherlands	7	246 0.7×	61 0.6×	40 0.8×	50 1.2×	4 0.1×	9	294
Eileen Carnell United Kingdom	11	339 1.0×	95 0.9×	24 0.5×	35 0.8×	7 0.2×	21	431

Countries citing papers authored by Rachel Lofthouse

Since Specialization

Citations

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

Fields of papers citing papers by Rachel Lofthouse

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rachel Lofthouse

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

Lofthouse, Rachel, et al.. (2021). Understanding coaching efficacy in education through activity systems: privileging the nuances of provision. International Journal of Mentoring and Coaching in Education. 11(2). 153–169. 6 indexed citations

Beaton, Mhairi C., et al.. (2021). Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives. Sustainability. 13(4). 2167–2167. 22 indexed citations

Lofthouse, Rachel, et al.. (2020). Pre-service Teachers’ conceptions of their own learning: does context make a difference?. Research Papers in Education. 36(6). 682–703. 8 indexed citations

Lofthouse, Rachel & Anthea Rose. (2019). EVALUATION OF THE METACOGNITION IN SERVICE SCHOOLS SSIF INITIATIVE: An end of project report for the Swaledale Teaching Alliance. Lincoln Repository (University of Lincoln). 1 indexed citations

Lofthouse, Rachel. (2018). Coaching in education: a professional development process in formation. Professional Development in Education. 45(1). 33–45. 49 indexed citations

Clarke, Jillian, Karen Laing, David Leat, et al.. (2017). Transformation in interdisciplinary research methodology: the importance of shared experiences in landscapes of practice. International Journal of Research & Method in Education. 40(3). 243–256. 28 indexed citations

Lofthouse, Rachel & Ulrike Thomas. (2015). Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices. Professional Development in Education. 43(1). 36–56. 36 indexed citations

Leat, David, et al.. (2015). Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?. Oxford Review of Education. 41(2). 270–286. 46 indexed citations

Leat, David, et al.. (2014). Teachers' Views: Perspectives on Research Engagement. 5 indexed citations

10.

Lofthouse, Rachel & Ulrike Thomas. (2014). Mentoring student teachers; a vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education. 3(3). 201–218. 12 indexed citations

11.

Robson, Sue, Kate Wall, & Rachel Lofthouse. (2013). Raising the profile of innovative teaching in higher education? Reflections on the EquATE Project. Durham Research Online (Durham University). 25(1). 92–102. 7 indexed citations

12.

Lofthouse, Rachel, Elaine Hall, & Kate Wall. (2012). Chapter 12: Practitioner Enquiry.. 3 indexed citations

13.

Lofthouse, Rachel, et al.. (2011). Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Northumbria Research Link (Northumbria University). 2(1). 1 indexed citations

14.

Lofthouse, Rachel & Peter Birmingham. (2010). The camera in the classroom: video-recording as a tool for professional development of student teachers. 1(2). 9 indexed citations

15.

Lofthouse, Rachel, et al.. (2010). Developing Outstanding Teaching and Learning: Creating a Culture of Professional Development to Improve Outcomes. 7 indexed citations

16.

Lofthouse, Rachel, et al.. (2010). Improving coaching: evolution not revolution. 12 indexed citations

17.

Leat, David, et al.. (2006). Teacher Coaching—Connecting Research and Practice. Teaching Education. 17(4). 329–339. 10 indexed citations

18.

Leat, David, et al.. (2006). The road taken: professional pathways in innovative curriculum development. Teachers and Teaching. 12(6). 657–674. 17 indexed citations

19.

Lord, Ian, et al.. (2002). Remembering Peter Fisher. Teaching history. 18(108). 10–11. 1 indexed citations

20.

Parker, David, et al.. (2002). Using geomatics to understand coastal change (and invigorate your teaching. 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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