Ruth Jarman

842 total citations
41 papers, 604 citations indexed

About

Ruth Jarman is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Ruth Jarman has authored 41 papers receiving a total of 604 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 13 papers in Developmental and Educational Psychology and 6 papers in Social Psychology. Recurrent topics in Ruth Jarman's work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (8 papers) and Science Education and Perceptions (5 papers). Ruth Jarman is often cited by papers focused on Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (8 papers) and Science Education and Perceptions (5 papers). Ruth Jarman collaborates with scholars based in United Kingdom, Ireland and Luxembourg. Ruth Jarman's co-authors include William McClune, Graça Simões de Carvalho, Michael Reiß, Sue Dale Tunnicliffe, John Gardner, Patrick Walsh, Eric J. Pyle, Helen McNally, Nicholas Taylor and Irma Richardson and has published in prestigious journals such as Computers & Education, International Journal of Science Education and International Journal of Educational Research.

In The Last Decade

Ruth Jarman

39 papers receiving 505 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ruth Jarman United Kingdom 14 446 306 130 105 53 41 604
Teresa Crawford United States 11 575 1.3× 375 1.2× 107 0.8× 55 0.5× 97 1.8× 17 737
María Pilar Jiménez‐Aleixandre Spain 14 758 1.7× 544 1.8× 92 0.7× 110 1.0× 28 0.5× 33 934
Christina Siry Luxembourg 17 534 1.2× 304 1.0× 100 0.8× 69 0.7× 136 2.6× 54 731
Anthony Pell United Kingdom 14 703 1.6× 261 0.9× 103 0.8× 139 1.3× 17 0.3× 22 905
Clive Sutton United Kingdom 11 468 1.0× 302 1.0× 68 0.5× 74 0.7× 42 0.8× 20 621
Jon E. Pedersen United States 12 422 0.9× 238 0.8× 46 0.4× 124 1.2× 13 0.2× 40 519
Kathryn Scantlebury United States 16 748 1.7× 194 0.6× 66 0.5× 85 0.8× 25 0.5× 51 891
Cynthia Ballenger 9 600 1.3× 309 1.0× 135 1.0× 38 0.4× 139 2.6× 12 766
Kevin Gary United States 7 564 1.3× 106 0.3× 133 1.0× 53 0.5× 53 1.0× 18 712
Gale Seiler United States 13 483 1.1× 135 0.4× 108 0.8× 51 0.5× 39 0.7× 26 589

Countries citing papers authored by Ruth Jarman

Since Specialization
Citations

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

Fields of papers citing papers by Ruth Jarman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ruth Jarman

This figure shows the co-authorship network connecting the top 25 collaborators of Ruth Jarman. A scholar is included among the top collaborators of Ruth Jarman 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 Ruth Jarman. Ruth Jarman 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.
Jarman, Ruth, et al.. (2018). The pleasures of reading non‐fiction. Literacy. 52(2). 78–85. 25 indexed citations
2.
Jarman, Ruth. (2015). Project 500: promoting science reading for pleasure. School science review. 97(358). 107–114. 1 indexed citations
3.
Jarman, Ruth & William McClune. (2012). Student-Authored Podcasts: A Valuable "Writing-to-Learn" Task for Promoting Science Learning and Literacy. School science review. 94(346). 120–128. 1 indexed citations
4.
McClune, William & Ruth Jarman. (2012). Encouraging and equipping students to engage critically with science in the news: what can we learn from the literature?. Studies in Science Education. 48(1). 1–49. 27 indexed citations
5.
Jarman, Ruth, et al.. (2011). The Critical Reading of the Images Associated with Science-Related News Reports: Establishing a knowledge, skills, and attitudes framework. International Journal of Science Education Part B. 2(2). 103–129. 17 indexed citations
6.
Jarman, Ruth & William McClune. (2011). Science in the News Media. Research Portal (Queen's University Belfast). 133–141. 1 indexed citations
7.
Jarman, Ruth & William McClune. (2010). Developing students' ability to engage critically with science in the news: identifying elements of the ‘media awareness’ dimension. The Curriculum Journal. 21(1). 47–64. 20 indexed citations
8.
McClune, William & Ruth Jarman. (2010). From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media. Research in Science Education. 41(5). 691–710. 12 indexed citations
9.
Jarman, Ruth & William McClune. (2009). ‘A planet of confusion and debate’: children's and young people's response to the news coverage of Pluto's loss of planetary status. Research in Science & Technological Education. 27(3). 309–325. 5 indexed citations
10.
Jarman, Ruth, et al.. (2008). From rhetoric to reality: advancing literacy by cross‐curricular means. The Curriculum Journal. 19(1). 23–35. 21 indexed citations
11.
Jarman, Ruth & William McClune. (2007). Do Children Really Take Note of Science in the News. 3 indexed citations
12.
Jarman, Ruth & William McClune. (2007). Developing scientific literacy : using news media in the classroom. Research Portal (Queen's University Belfast). 83 indexed citations
13.
Jarman, Ruth & William McClune. (2005). Science Newswise: A Guide to the use of newspapers in science teaching. Research Portal (Queen's University Belfast). 1 indexed citations
14.
Jarman, Ruth & William McClune. (2003). Space Science News: Special Edition Project Report.. Research Portal (Queen's University Belfast). 1 indexed citations
15.
Jarman, Ruth & William McClune. (2002). Through difficulties to the stars: developing students' teachers' abilities to teach astronomy. Science education international. 13(4). 2–8. 1 indexed citations
16.
Jarman, Ruth & William McClune. (2002). A survey of the use of newspapers in science instruction by secondary teachers in Northern Ireland. International Journal of Science Education. 24(10). 997–1020. 50 indexed citations
17.
Jarman, Ruth, et al.. (1997). Science and Lifelong Learning: A Survey of Science Teachers' Provision for the Promotion of Pupils' Independent Study at Key Stage 4. Evaluation & Research in Education. 11(3). 149–163. 7 indexed citations
18.
Jarman, Ruth, et al.. (1995). Why did French bakers spit in the dough?. Language Learning Journal. 11(1). 26–29. 2 indexed citations
19.
Jarman, Ruth, et al.. (1993). IT and personal investigations in science. Electronics Education. 1993(1). 21–24. 2 indexed citations
20.
Jarman, Ruth. (1990). Primary Science--Secondary Science Community: A New ERA?.. School science review. 71(257). 19–29. 6 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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