Rachel Maunder

961 total citations
28 papers, 594 citations indexed

About

Rachel Maunder is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Rachel Maunder has authored 28 papers receiving a total of 594 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 7 papers in Social Psychology and 6 papers in Clinical Psychology. Recurrent topics in Rachel Maunder's work include Higher Education Practises and Engagement (6 papers), Evaluation of Teaching Practices (6 papers) and Bullying, Victimization, and Aggression (5 papers). Rachel Maunder is often cited by papers focused on Higher Education Practises and Engagement (6 papers), Evaluation of Teaching Practices (6 papers) and Bullying, Victimization, and Aggression (5 papers). Rachel Maunder collaborates with scholars based in United Kingdom, China and Russia. Rachel Maunder's co-authors include Sarah Crafter, Andrew J. Tattersall, Alex Harrop, Claire P. Monks, Roberto Di Napoli, Xiaoli Jiang, Elaine Walsh, Heather Fry, Jane Callaghan and John Butcher and has published in prestigious journals such as Studies in Higher Education, Higher Education and Aggression and Violent Behavior.

In The Last Decade

Rachel Maunder

25 papers receiving 558 citations

Peers

Rachel Maunder
Halis Sakız Türkiye
Tierra M. Freeman United States
Marcin Skład Netherlands
Lisa M. Davidson United States
Adeya Richmond United States
Malik S. Henfield United States
Mikaël De Clercq Belgium
Saundra Tomlinson‐Clarke United States
Enrique Chaux Colombia
Cirecie West‐Olatunji United States
Halis Sakız Türkiye
Rachel Maunder
Citations per year, relative to Rachel Maunder Rachel Maunder (= 1×) peers Halis Sakız

Countries citing papers authored by Rachel Maunder

Since Specialization
Citations

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

Fields of papers citing papers by Rachel Maunder

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rachel Maunder

This figure shows the co-authorship network connecting the top 25 collaborators of Rachel Maunder. A scholar is included among the top collaborators of Rachel Maunder 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 Maunder. Rachel Maunder 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.
Görzig, Anke, et al.. (2025). Teachers’ Responses to Identity-Based Bullying: Social Inequality, Identity, and Diversity at Teacher and School Level. International Journal of Bullying Prevention. 1 indexed citations
2.
Jiang, Xiaoli & Rachel Maunder. (2025). International academics’ perceptions of short-term teaching in a Chinese university: motives, challenges and academic acculturation. Journal of Further and Higher Education. 49(5). 585–602.
3.
4.
Maunder, Rachel, et al.. (2021). Why we should train teachers on the impact of childhood trauma on classroom behaviour. Educational and Child Psychology. 38(1). 54–61. 8 indexed citations
5.
Maunder, Rachel, et al.. (2020). Training secondary school teachers on early attachment trauma and adolescent brain development: impact on empathy. Educational Studies. 48(4). 508–512. 1 indexed citations
6.
Crafter, Sarah, Rachel Maunder, & Laura K. Soulsby. (2019). Developmental Transitions: Exploring stability and change through the lifespan. NECTAR - Northampton Electronic Collection of Thesis and Research (University of Northampton). 1 indexed citations
7.
Maunder, Rachel & Claire P. Monks. (2018). Friendships in middle childhood: Links to peer and school identification, and general self‐worth. British Journal of Developmental Psychology. 37(2). 211–229. 51 indexed citations
8.
Maunder, Rachel. (2017). Book review: Understanding Research with Children and Young People by Alison Clark, Rosie Flewitt, Martyn Hammersley, Martin Robb (eds) London: Sage, 2014. Children & Society. 31(1).
9.
10.
Butcher, John & Rachel Maunder. (2013). Going URB@N: exploring the impact of undergraduate students as pedagogic researchers. Innovations in Education and Teaching International. 51(2). 142–152. 10 indexed citations
11.
Crafter, Sarah & Rachel Maunder. (2012). Understanding transitions using a sociocultural framework. Educational and Child Psychology. 29(1). 10–18. 28 indexed citations
12.
Maunder, Rachel, et al.. (2012). Behind Supervisory Doors: Taught Master's Dissertation Students as Qualitative Apprentices. Psychology Learning & Teaching. 11(1). 30–38. 19 indexed citations
13.
Maunder, Rachel, et al.. (2012). Mediational tools in story construction: An investigation of cultural influences on children’s narratives. Journal of Early Childhood Research. 10(3). 294–308. 7 indexed citations
14.
Maunder, Rachel & Andrew J. Tattersall. (2010). Staff experiences of managing bullying in secondary schools: The importance of internal and external relationships in facilitating intervention. Educational and Child Psychology. 27(1). 116–128. 11 indexed citations
15.
16.
Maunder, Rachel, Alex Harrop, & Andrew J. Tattersall. (2010). Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness. Educational Research. 52(3). 263–282. 93 indexed citations
17.
Jiang, Xiaoli, et al.. (2010). Becoming and being an academic: the perspectives of Chinese staff in two research‐intensive UK universities. Studies in Higher Education. 35(2). 155–170. 47 indexed citations
18.
Maunder, Rachel, et al.. (2010). Exploring transition in HE for first and second year undergraduate psychology students: the role of expectations, personal growth and social identity in shaping experiences. 1 indexed citations
19.
Maunder, Rachel, et al.. (2009). Acculturation into UK academic practice: the experiences of international doctoral students and academic staff at two research-intensive universities. 2 indexed citations
20.
Maunder, Rachel & Alex Harrop. (2003). Investigating students' perceptions of what contributes to productive seminars and lectures and staff predictions of students' perceptions: How well do staff know their students?. Journal of Further and Higher Education. 27(4). 443–456. 9 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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