Ron Toomey

611 total citations
24 papers, 306 citations indexed

About

Ron Toomey is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Ron Toomey has authored 24 papers receiving a total of 306 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 5 papers in Political Science and International Relations and 2 papers in Sociology and Political Science. Recurrent topics in Ron Toomey's work include Education and Critical Thinking Development (10 papers), Education Systems and Policy (9 papers) and Values and Moral Education (9 papers). Ron Toomey is often cited by papers focused on Education and Critical Thinking Development (10 papers), Education Systems and Policy (9 papers) and Values and Moral Education (9 papers). Ron Toomey collaborates with scholars based in Australia and Switzerland. Ron Toomey's co-authors include Terence Lovat, Neville Clement, Kerry Dally, Judith Chapman, Judith Chapman, David Aspin, Maureen Walsh, Elizabeth Warren, Denise Kirkpatrick and Peter Ling and has published in prestigious journals such as International Journal of Educational Research, Cambridge Journal of Education and Curriculum Inquiry.

In The Last Decade

Ron Toomey

23 papers receiving 260 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ron Toomey Australia	11	259	64	33	29	27	24	306
James G. Henderson United States	10	316 1.2×	99 1.5×	21 0.6×	43 1.5×	17 0.6×	36	396
Ivan Snook New Zealand	8	226 0.9×	73 1.1×	32 1.0×	29 1.0×	14 0.5×	45	292
Domenico Masciotra Canada	9	191 0.7×	95 1.5×	17 0.5×	40 1.4×	19 0.7×	17	328
Erskine S. Dottin United States	7	203 0.8×	89 1.4×	14 0.4×	27 0.9×	16 0.6×	14	269
Peter Mtika United Kingdom	9	263 1.0×	60 0.9×	23 0.7×	21 0.7×	19 0.7×	24	316
Robert L. Fisher United States	8	256 1.0×	42 0.7×	15 0.5×	101 3.5×	33 1.2×	21	376
Don Skinner United Kingdom	7	373 1.4×	48 0.8×	13 0.4×	115 4.0×	19 0.7×	17	443
Donna M. Sobel United States	10	316 1.2×	104 1.6×	15 0.5×	41 1.4×	9 0.3×	31	369
Fiona King Ireland	12	388 1.5×	37 0.6×	19 0.6×	75 2.6×	35 1.3×	41	489
Philippa Cordingley United Kingdom	8	348 1.3×	42 0.7×	11 0.3×	110 3.8×	23 0.9×	12	443

Countries citing papers authored by Ron Toomey

Since Specialization

Citations

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

Fields of papers citing papers by Ron Toomey

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ron Toomey

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

1.

Lovat, Terence, Ron Toomey, Neville Clement, & Kerry Dally. (2023). Second International Research Handbook on Values Education and Student Wellbeing. 4 indexed citations

2.

Lovat, Terence, Neville Clement, Kerry Dally, & Ron Toomey. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research. 20 indexed citations

3.

Lovat, Terence, Kerry Dally, Neville Clement, & Ron Toomey. (2011). Values Pedagogy and Teacher Education: Re-conceiving the Foundations. The Australian journal of teacher education. 36(7). 29 indexed citations

4.

Lovat, Terence, Kerry Dally, Neville Clement, & Ron Toomey. (2011). Values Pedagogy and Student Achievement: Contemporary Research Evidence. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 17 indexed citations

5.

Lovat, Terence, Neville Clement, Kerry Dally, & Ron Toomey. (2010). Addressing issues of religious difference through values education: an Islam instance. Cambridge Journal of Education. 40(3). 213–227. 13 indexed citations

6.

Lovat, Terence, et al.. (2009). Values education, quality teaching and service learning: a troika for effective teaching and teacher education. University of Canberra Research Portal. 12 indexed citations

7.

Toomey, Ron, et al.. (2009). Values Education, Quality Teaching and Service Learning. 5 indexed citations

8.

Toomey, Ron & Terence Lovat. (2009). Values Education, Quality Teaching, and Service Learning: The Harmony of a New Pedagogy?. 1(2). 220–229. 1 indexed citations

9.

Chapman, Judith, et al.. (2005). Policy on lifelong learning in Australia. International Journal of Lifelong Education. 24(2). 99–122. 21 indexed citations

10.

Toomey, Ron, et al.. (2005). Lifelong learning and the reform of the teaching practicum in Australia. Asia-Pacific Journal of Teacher Education. 33(1). 23–34. 7 indexed citations

11.

Toomey, Ron, et al.. (2004). Lifelong Learning and the Assessment and Evaluation Practices in Some Australian Faculties of Education. Journal of In-service Education. 30(2). 225–244. 3 indexed citations

12.

Toomey, Ron, et al.. (2004). Lifelong Learning and the Assessment and Evaluation Practices in Some Australian Faculties of Education. Journal of In-service Education. 30(2). 225–244. 3 indexed citations

13.

Barnard, Ian, et al.. (2001). The effectiveness of models of flexible provision of higher education. Swinburne Research Bank (Swinburne University of Technology). 23 indexed citations

14.

Toomey, Ron, et al.. (1998). Effective Teaching and Learning in a Simulated Environment: A Higher Education Case Study. Journal of Hospitality & Tourism Education. 10(3). 28–32. 9 indexed citations

15.

Toomey, Ron, et al.. (1997). Student Voices about Senior Secondary Mathematics: An Investigation of Victorian Senior Secondary Students' Decisions about Studying Mathematics.. Mathematics Education Research Journal. 9(2). 191–204. 1 indexed citations

16.

Dekkers, John, et al.. (1997). Choosing or avoiding mathematics at the upper-secondary school level: some significant factors. 1 indexed citations

17.

Toomey, Ron. (1997). Transformative action research. Educational Action Research. 5(1). 105–121. 4 indexed citations

18.

Toomey, Ron, et al.. (1995). Using Multimedia as a Cognitive Tool. Journal of Research on Computing in Education. 27(4). 472–482. 21 indexed citations

19.

Toomey, Ron. (1989). Producing Quality Teachers for Tomorrow's Australia. South Pacific Journal of Teacher Education. 17(1). 47–56. 3 indexed citations

20.

Toomey, Ron. (1977). Teachers' Approaches to Curriculum Planning: An Exploratory Study. Curriculum Inquiry. 7(2). 121–121. 5 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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