Sam Osborne

803 total citations
41 papers, 461 citations indexed

About

Sam Osborne is a scholar working on Education, Health and Sociology and Political Science. According to data from OpenAlex, Sam Osborne has authored 41 papers receiving a total of 461 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 26 papers in Health and 6 papers in Sociology and Political Science. Recurrent topics in Sam Osborne's work include Indigenous and Place-Based Education (30 papers), Indigenous Health, Education, and Rights (26 papers) and Education Systems and Policy (17 papers). Sam Osborne is often cited by papers focused on Indigenous and Place-Based Education (30 papers), Indigenous Health, Education, and Rights (26 papers) and Education Systems and Policy (17 papers). Sam Osborne collaborates with scholars based in Australia, United States and Czechia. Sam Osborne's co-authors include John Guenther, Samantha Disbray, Melodie Bat, Kathryn Paige, Lester‐Irabinna Rigney, Robert Hattam, Kathleen Heugh, Leah O’Toole, Marek Tesař and Anne Morrison and has published in prestigious journals such as International Journal of Science Education, Race Ethnicity and Education and Educational Philosophy and Theory.

In The Last Decade

Sam Osborne

37 papers receiving 419 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sam Osborne Australia 14 365 206 95 43 27 41 461
Gary Partington Australia 11 248 0.7× 87 0.4× 95 1.0× 21 0.5× 21 0.8× 26 336
Tracy Glynn Canada 4 275 0.8× 61 0.3× 99 1.0× 27 0.6× 7 0.3× 5 394
Jo Lampert Australia 11 220 0.6× 65 0.3× 103 1.1× 20 0.5× 12 0.4× 56 308
Andrew Gunstone Australia 7 120 0.3× 87 0.4× 73 0.8× 15 0.3× 20 0.7× 36 251
Julie Kaomea United States 10 192 0.5× 57 0.3× 171 1.8× 11 0.3× 11 0.4× 14 326
Suzanne Mellor Australia 9 248 0.7× 38 0.2× 126 1.3× 36 0.8× 26 1.0× 39 320
Nado Aveling Australia 8 218 0.6× 43 0.2× 217 2.3× 17 0.4× 14 0.5× 18 341
Leilani Sabzalian United States 8 227 0.6× 69 0.3× 203 2.1× 15 0.3× 12 0.4× 19 322
Fyre Jean Graveline Canada 4 128 0.4× 133 0.6× 90 0.9× 13 0.3× 5 0.2× 7 269
Stephen Bigger United Kingdom 8 173 0.5× 17 0.1× 97 1.0× 18 0.4× 10 0.4× 32 296

Countries citing papers authored by Sam Osborne

Since Specialization
Citations

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

Fields of papers citing papers by Sam Osborne

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sam Osborne

This figure shows the co-authorship network connecting the top 25 collaborators of Sam Osborne. A scholar is included among the top collaborators of Sam Osborne 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 Sam Osborne. Sam Osborne 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.
Paige, Kathryn, et al.. (2023). Silence is not an option: pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education. 46(1). 28–45. 3 indexed citations
2.
3.
Osborne, Sam, et al.. (2022). Wearable Applications in Rugby for Performance Quantification and Player Health Assessment: A Brief Review. International Journal of Kinesiology and Sports Science. 10(2). 1–10. 3 indexed citations
4.
Biesta, Gert, Kathleen Heugh, Sam Osborne, et al.. (2021). Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation. Educational Philosophy and Theory. 54(8). 1216–1233. 28 indexed citations
5.
Guenther, John & Sam Osborne. (2020). Choice-less choice for Rural Boarding Students and their Families. Australian and International Journal of Rural Education. 30(2). 111–126. 9 indexed citations
6.
Guenther, John & Sam Osborne. (2020). Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools. The Australian Journal of Indigenous Education. 49(2). 163–170. 14 indexed citations
7.
Osborne, Sam, et al.. (2020). Red Dirt Thinking on first language and culturally responsive pedagogies in Anangu schools. Rural Society. 29(3). 204–218. 3 indexed citations
8.
Guenther, John, et al.. (2020). Enacting socially just and transformative education through classroom pedagogy. Pedagogy Culture and Society. 29(4). 611–630. 10 indexed citations
9.
Osborne, Sam, Kathryn Paige, Robert Hattam, Lester‐Irabinna Rigney, & Anne Morrison. (2018). Strengthening Australian Aboriginal Participation in University STEM Programs: A Northern Territory Perspective. Journal of Intercultural Studies. 40(1). 49–67. 10 indexed citations
10.
Osborne, Sam, et al.. (2018). Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory. The Australian Journal of Indigenous Education. 48(2). 162–178. 10 indexed citations
11.
Paige, Kathryn, David Lloyd, David Caldwell, et al.. (2018). Futures in primary science education – connecting students to place and ecojustice. UniSA Research Outputs Repository (University of South Australia). 5 indexed citations
12.
Osborne, Sam. (2017). Kulini: Framing Ethical Listening and Power-Sensitive Dialogue in Remote Aboriginal Education and Research. UniSA Research Outputs Repository (University of South Australia). 22. 26–37. 10 indexed citations
13.
Guenther, John, et al.. (2017). Centring Anangu Voices: A research project exploring how Nyangatjatjara College might better strengthen Anangu aspirations through education. 5 indexed citations
14.
Osborne, Sam, et al.. (2016). Cultural Capacity and Development; the case for flexible, interdisciplinary research in remote Aboriginal and Torres Strait Island communities. UniSA Research Outputs Repository (University of South Australia). 48–65.
15.
Guenther, John, Samantha Disbray, & Sam Osborne. (2016). Red dirt education: a compilation of learnings from the Remote Education Systems project. 23 indexed citations
16.
Guenther, John, et al.. (2016). BOARDING SCHOOLS FOR REMOTE SECONDARY ABORIGINAL LEARNERS IN THE NORTHERN TERRITORY. SMOOTH TRANSITION OR ROUGH RIDE. Acquire (CQUniversity). 2 indexed citations
17.
Guenther, John, Melodie Bat, & Sam Osborne. (2014). Red Dirt Thinking on Remote Educational Advantage. Australian and International Journal of Rural Education. 24(1). 51–67. 17 indexed citations
18.
Osborne, Sam, et al.. (2014). At the Heart of Learning (Series: Paper 2 of 4): Witulya Mulapa nganana Mantjintjaku: From Cultural Devastation to Cultural Re-Invention. AlterNative An International Journal of Indigenous Peoples. 10(1). 15–22. 13 indexed citations
19.
Osborne, Sam. (2014). At the Heart of Learning (Series: Paper 1 of 4): Putuna Kulini: The trouble with “Hearing”. AlterNative An International Journal of Indigenous Peoples. 10(1). 3–14. 10 indexed citations
20.
Guenther, John, et al.. (2014). Amplifying the voice of remote Aboriginal and Torres Strait Islander VET stakeholders using research methodologies: Volume 1. 1–12. 4 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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