Ruth Kane

1.6k total citations
24 papers, 911 citations indexed

About

Ruth Kane is a scholar working on Education, Sociology and Political Science and Human Factors and Ergonomics. According to data from OpenAlex, Ruth Kane has authored 24 papers receiving a total of 911 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 4 papers in Sociology and Political Science and 2 papers in Human Factors and Ergonomics. Recurrent topics in Ruth Kane's work include Teacher Education and Leadership Studies (14 papers), Collaborative Teaching and Inclusion (6 papers) and Education Systems and Policy (6 papers). Ruth Kane is often cited by papers focused on Teacher Education and Leadership Studies (14 papers), Collaborative Teaching and Inclusion (6 papers) and Education Systems and Policy (6 papers). Ruth Kane collaborates with scholars based in Canada, New Zealand and Switzerland. Ruth Kane's co-authors include Susan Sandretto, Chris Heath, Alison Kearney, Andrew Francis, Mavis Haigh, Glenda Anthony, Lorraine Savoie‐Zajc, Ronnie Davey, Nicholas Ng-­A-­Fook and Philippa Butler and has published in prestigious journals such as Review of Educational Research, Teaching and Teacher Education and Higher Education.

In The Last Decade

Ruth Kane

24 papers receiving 771 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 Kane Canada 12 769 146 130 70 46 24 911
Nikole Richardson United States 3 1.0k 1.3× 292 2.0× 109 0.8× 60 0.9× 69 1.5× 6 1.2k
Richard Daugherty United Kingdom 12 697 0.9× 117 0.8× 85 0.7× 54 0.8× 40 0.9× 38 861
Tony Wagner 7 521 0.7× 109 0.7× 66 0.5× 59 0.8× 63 1.4× 23 720
Karen Goodnough Canada 18 805 1.0× 208 1.4× 94 0.7× 84 1.2× 66 1.4× 57 972
Douglas McDougall Canada 14 688 0.9× 184 1.3× 85 0.7× 102 1.5× 66 1.4× 33 905
Lisa Towne United States 7 454 0.6× 196 1.3× 156 1.2× 31 0.4× 39 0.8× 10 759
Eleanore Hargreaves United Kingdom 15 685 0.9× 134 0.9× 123 0.9× 29 0.4× 56 1.2× 56 838
Beth A. Scarloss United States 6 886 1.2× 334 2.3× 91 0.7× 60 0.9× 32 0.7× 8 1.1k
Leonie Rowan Australia 17 691 0.9× 132 0.9× 216 1.7× 60 0.9× 104 2.3× 72 980
Ilke Grosemans Belgium 10 531 0.7× 105 0.7× 93 0.7× 92 1.3× 42 0.9× 22 706

Countries citing papers authored by Ruth Kane

Since Specialization
Citations

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

Fields of papers citing papers by Ruth Kane

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ruth Kane

This figure shows the co-authorship network connecting the top 25 collaborators of Ruth Kane. A scholar is included among the top collaborators of Ruth Kane 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 Kane. Ruth Kane 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.
Kane, Ruth, et al.. (2019). The Closure of Rideau High School: A Case Study in the Political Economy of Urban Education in Ontario.. Canadian Journal of Educational Administration and Policy. 6 indexed citations
2.
Kane, Ruth, et al.. (2016). Conceptualizing and contextualizing digital citizenship in urban schools: Civic engagement, teacher education, and the placelessness of digital technologies. 6(1). 24–38. 5 indexed citations
3.
Ng-­A-­Fook, Nicholas, et al.. (2015). Brokering knowledge mobilization networks: Policy reforms, partnerships, and teacher education. Education Policy Analysis Archives. 23. 122–122. 8 indexed citations
4.
Kane, Ruth, et al.. (2015). “It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School. Urban Education. 52(7). 889–916. 14 indexed citations
5.
Kane, Ruth, et al.. (2013). Teacher action research and student voice: Making sense of learning in secondary school. Action Research. 12(1). 52–77. 33 indexed citations
6.
Kane, Ruth & Andrew Francis. (2013). Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?. Teacher Development. 17(3). 362–379. 27 indexed citations
7.
Kane, Ruth, et al.. (2012). New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession. Alberta Journal of Educational Research. 57(4). 379–408. 16 indexed citations
8.
Anthony, Glenda, Mavis Haigh, & Ruth Kane. (2011). The power of the ‘object’ to influence teacher induction outcomes. Teaching and Teacher Education. 27(5). 861–870. 28 indexed citations
9.
Kane, Ruth, et al.. (2010). Défis de l’insertion professionnelle et dispositifs d’encadrement. McGill Journal of Education / Revue des sciences de l éducation de McGill. 45(1). 63–80. 21 indexed citations
10.
Kane, Ruth, et al.. (2008). How Prepared Are New Zealand Secondary Teachers?: Results from a National Graduate Survey. New Zealand Journal of Educational Studies. 43(2). 29. 6 indexed citations
11.
Anthony, Glenda, Ruth Kane, Beverley Bell, et al.. (2008). Making a difference: The role of initial teacher education and induction in the preparation of secondary teachers: A summary. 6 indexed citations
12.
Sandretto, Susan, et al.. (2007). Nailing jello to the wall: articulating conceptualizations of social justice. Teachers and Teaching. 13(3). 307–322. 11 indexed citations
13.
Kane, Ruth, et al.. (2006). Making sense of learning at secondary school: an exploration by teachers with students. 4 indexed citations
14.
Kearney, Alison & Ruth Kane. (2006). Inclusive education policy in New Zealand: reality or ruse?. International Journal of Inclusive Education. 10(2-3). 201–219. 44 indexed citations
15.
Kane, Ruth, et al.. (2005). Making sense of learning at secondary school: involving students to improve teaching practice. Cambridge Journal of Education. 35(3). 311–322. 25 indexed citations
16.
Bishop, Russell, Carol Cardno, John Hattie, et al.. (2004). Enhancing education research in New Zealand: experiences and recommendations from the PBRF education peer review panel. New Zealand Journal of Educational Studies. 39(2). 275–302. 4 indexed citations
17.
Kane, Ruth, Susan Sandretto, & Chris Heath. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education. 47(3). 283–310. 146 indexed citations
18.
Kane, Ruth. (2002). How We Teach the Teachers: New Ways to Theorize Practice and Practise Theory. Prospects. 32(3). 0–0. 5 indexed citations
19.
Kane, Ruth, Susan Sandretto, & Chris Heath. (2002). Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics. Review of Educational Research. 72(2). 177–228. 452 indexed citations
20.
Sandretto, Susan, Ruth Kane, & Chris Heath. (2002). Making the tacit explicit: A teaching intervention programme for early career academics. The International Journal for Academic Development. 7(2). 135–145. 12 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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