Rod Lane

492 total citations
30 papers, 310 citations indexed

About

Rod Lane is a scholar working on Education, Geography, Planning and Development and Sociology and Political Science. According to data from OpenAlex, Rod Lane has authored 30 papers receiving a total of 310 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 17 papers in Geography, Planning and Development and 13 papers in Sociology and Political Science. Recurrent topics in Rod Lane's work include Geography Education and Pedagogy (17 papers), Educator Training and Historical Pedagogy (13 papers) and Science Education and Pedagogy (8 papers). Rod Lane is often cited by papers focused on Geography Education and Pedagogy (17 papers), Educator Training and Historical Pedagogy (13 papers) and Science Education and Pedagogy (8 papers). Rod Lane collaborates with scholars based in Australia, New Zealand and United States. Rod Lane's co-authors include Terri Bourke, Michael Cavanagh, Penny Van Bergen, Simon Catling, Jennifer Carter, Amaël Arguel, Robyn Moloney, Hye‐Eun Chu, Joseph P. Stoltman and Kate Highfield and has published in prestigious journals such as Australasian Journal of Paramedicine, British Educational Research Journal and Journal of Management & Governance.

In The Last Decade

Rod Lane

27 papers receiving 269 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rod Lane Australia 10 225 127 102 37 30 30 310
Julian R. Park United Kingdom 7 133 0.6× 107 0.8× 36 0.4× 31 0.8× 48 1.6× 10 271
Peggy McNeal United States 7 185 0.8× 31 0.2× 34 0.3× 75 2.0× 21 0.7× 15 293
İnjeong Jo United States 10 139 0.6× 312 2.5× 121 1.2× 10 0.3× 25 0.8× 27 388
Aubrey Golightly South Africa 9 156 0.7× 51 0.4× 42 0.4× 56 1.5× 16 0.5× 26 213
Reece Mills Australia 10 183 0.8× 18 0.1× 31 0.3× 45 1.2× 29 1.0× 29 227
Kenneth J. Schoon United States 7 363 1.6× 57 0.4× 26 0.3× 138 3.7× 6 0.2× 9 412
Mikel Asensio Spain 8 71 0.3× 15 0.1× 77 0.8× 38 1.0× 34 1.1× 70 246
Miriam José Martín Cáceres Spain 9 69 0.3× 16 0.1× 104 1.0× 50 1.4× 34 1.1× 30 288
Alexandra Budke Germany 9 92 0.4× 88 0.7× 132 1.3× 104 2.8× 26 0.9× 70 266
Engin Karahan Türkiye 9 190 0.8× 6 0.0× 42 0.4× 49 1.3× 46 1.5× 39 285

Countries citing papers authored by Rod Lane

Since Specialization
Citations

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

Fields of papers citing papers by Rod Lane

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rod Lane

This figure shows the co-authorship network connecting the top 25 collaborators of Rod Lane. A scholar is included among the top collaborators of Rod Lane 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 Rod Lane. Rod Lane 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.
Lane, Rod. (2025). Mitigating generative AI hallucinations in geographical education. International Research in Geographical and Environmental Education. 1–17.
2.
Lane, Rod. (2025). Mitigating risks, embracing potential: a framework for integrating generative artificial intelligence in geographical and environmental education. International Research in Geographical and Environmental Education. 1–18. 2 indexed citations
3.
Cavanagh, Michael, et al.. (2021). Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year. Australasian Journal of Paramedicine. 46(10). 77–90.
4.
Lane, Rod, et al.. (2021). “It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools. The Australian Educational Researcher. 49(4). 711–726. 2 indexed citations
5.
Bergen, Penny Van, et al.. (2019). Enhancing pre-service teachers’ research engagement using flexible and scaffolded online resources. The Australian Educational Researcher. 47(4). 629–649. 1 indexed citations
6.
Cavanagh, Michael, et al.. (2019). Pre-service Teachers’ Impact on Student Learning: Planning, Teaching, and Assessing during Professional Practice. ˜The œAustralian journal of teacher education. 44(2). 66–81. 17 indexed citations
7.
Burri, Samuel, Sibylle Reinfried, Sarah Witham Bednarz, et al.. (2019). Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education. 43(3). 299–322. 5 indexed citations
8.
Solem, Michael, et al.. (2018). An Assessment Framework and Methodology for a Trends in International Geography Assessment Study (TIGAS).. Journal of Management & Governance. 31. 7–15. 5 indexed citations
9.
Lane, Rod, et al.. (2018). Participatory action research: a tool for promoting effective assessment and building the pedagogical content knowledge of Secondary Geography teachers. 31. 16–30. 2 indexed citations
10.
Bourke, Terri & Rod Lane. (2016). The inclusion of geography in TIMSS: can consensus be reached?. International Research in Geographical and Environmental Education. 26(2). 166–176. 8 indexed citations
11.
Highfield, Kate, et al.. (2016). Tablet Technology and Cloud Storage as Evidence of Pedagogic Development in Pre-service Teacher Education. Australasian Journal of Early Childhood. 41(4). 44–51. 3 indexed citations
12.
Lane, Rod & Simon Catling. (2016). Preservice Primary Teachers’ Depth and Accuracy of Knowledge of Tropical Cyclones. Journal of Geography. 115(5). 198–211. 14 indexed citations
13.
Arguel, Amaël & Rod Lane. (2015). Fostering deep understanding in geography by inducing and managing confusion. ASCILITE Publications. 374–378. 2 indexed citations
14.
Lane, Rod. (2015). Primary Geography in Australia: Pre-Service Primary Teachers' Understandings of Weather and Climate. Review of International Geographical Education Online. 5(2). 199–217. 5 indexed citations
15.
Lane, Rod, et al.. (2015). Working with Students' Ideas in Physical Geography: A Model of Knowledge Development and Application. 28. 27–40. 9 indexed citations
16.
Lane, Rod, et al.. (2014). Quality reflective practice in teacher education: a journey towards shared understanding. Reflective Practice. 15(4). 481–494. 48 indexed citations
17.
Lane, Rod, et al.. (2012). Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education. 21(3). 205–222. 26 indexed citations
18.
Lane, Rod. (2011). Exploring the content knowledge of experienced geography teachers. 24. 51–63.
19.
Lane, Rod. (2009). Articulating the Pedagogical Content Knowledge of Accomplished Geography Teachers. 22. 40–50. 17 indexed citations
20.
Lane, Rod. (2008). Students' alternative conceptions in geography. 21. 43–52. 10 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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