Sherry Ganon-Shilon

446 total citations
18 papers, 289 citations indexed

About

Sherry Ganon-Shilon is a scholar working on Education, Information Systems and Management and Sociology and Political Science. According to data from OpenAlex, Sherry Ganon-Shilon has authored 18 papers receiving a total of 289 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 4 papers in Information Systems and Management and 3 papers in Sociology and Political Science. Recurrent topics in Sherry Ganon-Shilon's work include Teacher Education and Leadership Studies (13 papers), Educational Assessment and Improvement (4 papers) and Education Practices and Challenges (3 papers). Sherry Ganon-Shilon is often cited by papers focused on Teacher Education and Leadership Studies (13 papers), Educational Assessment and Improvement (4 papers) and Education Practices and Challenges (3 papers). Sherry Ganon-Shilon collaborates with scholars based in Israel and United Kingdom. Sherry Ganon-Shilon's co-authors include Chen Schechter, Haim Shaked and Mowafaq Qadach and has published in prestigious journals such as Journal of Educational Administration, Educational Management Administration & Leadership and Education Policy Analysis Archives.

In The Last Decade

Sherry Ganon-Shilon

16 papers receiving 261 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sherry Ganon-Shilon Israel 10 216 47 31 30 28 18 289
Edith Hooge Netherlands 10 195 0.9× 37 0.8× 24 0.8× 36 1.2× 24 0.9× 22 253
Mika Risku Finland 6 221 1.0× 53 1.1× 35 1.1× 28 0.9× 20 0.7× 12 282
Thang Dinh Truong Vietnam 8 238 1.1× 31 0.7× 28 0.9× 29 1.0× 26 0.9× 14 331
Stefan Brauckmann-Sajkiewicz Austria 11 307 1.4× 82 1.7× 32 1.0× 29 1.0× 13 0.5× 33 381
Sarah Patten Canada 3 378 1.8× 61 1.3× 53 1.7× 27 0.9× 14 0.5× 6 437
Bruce Sheppard Canada 8 240 1.1× 38 0.8× 45 1.5× 26 0.9× 9 0.3× 20 297
Bonnie C. Fusarelli United States 9 201 0.9× 46 1.0× 17 0.5× 35 1.2× 11 0.4× 26 256
Helene Ärlestig Sweden 8 219 1.0× 41 0.9× 44 1.4× 18 0.6× 14 0.5× 30 272
Christopher Bezzina Malta 10 302 1.4× 21 0.4× 45 1.5× 30 1.0× 17 0.6× 44 364
Anna Yashkina United States 4 300 1.4× 62 1.3× 58 1.9× 20 0.7× 10 0.4× 6 371

Countries citing papers authored by Sherry Ganon-Shilon

Since Specialization
Citations

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

Fields of papers citing papers by Sherry Ganon-Shilon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sherry Ganon-Shilon. 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 Sherry Ganon-Shilon. The network helps show where Sherry Ganon-Shilon may publish in the future.

Co-authorship network of co-authors of Sherry Ganon-Shilon

This figure shows the co-authorship network connecting the top 25 collaborators of Sherry Ganon-Shilon. A scholar is included among the top collaborators of Sherry Ganon-Shilon 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 Sherry Ganon-Shilon. Sherry Ganon-Shilon is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

18 of 18 papers shown
1.
Ganon-Shilon, Sherry, et al.. (2024). Principals’ sense-making and sense-giving of their professional role tensions: School leaders’ professionalism and creative mediation strategies during Covid-19 crisis. Educational Management Administration & Leadership. 54(2). 302–324. 2 indexed citations
2.
Ganon-Shilon, Sherry, et al.. (2024). Co-Leading Multicultural School Competencies for an Inclusion and Integration Reform in Times of Crisis. Leadership and Policy in Schools. 24(3). 603–618. 1 indexed citations
3.
4.
Ganon-Shilon, Sherry & Chen Schechter. (2022). Doubting leadership: principals shaping a school doubting process within a national curriculum reform. Journal of Educational Administration & History. 55(4). 400–419.
5.
Ganon-Shilon, Sherry. (2021). Principals' Sense-Making of Resource Allocation Within a National Reform Implementation. Proceedings of the 2021 AERA Annual Meeting.
6.
Ganon-Shilon, Sherry, et al.. (2021). Implicit leadership theory: principals' sense-making and cognitive complexity. International Journal of Educational Management. 35(3). 726–740. 13 indexed citations
7.
Ganon-Shilon, Sherry, et al.. (2021). A “cracking” school culture: leading resource exploitation during implementation of a national reform. Journal of Educational Administration. 59(5). 650–665. 3 indexed citations
8.
Ganon-Shilon, Sherry, Haim Shaked, & Chen Schechter. (2020). Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation. International Journal of Leadership in Education. 25(6). 941–965. 11 indexed citations
9.
Ganon-Shilon, Sherry, et al.. (2020). Principals’ sense-making of resource allocation within a national reform implementation. Educational Management Administration & Leadership. 49(6). 921–939. 10 indexed citations
10.
Ganon-Shilon, Sherry. (2020). A Collaborative Ladder to the Future: Principals' Shared Sense-Making Processes Within a Generally Outlined Reform Implementation. Proceedings of the 2020 AERA Annual Meeting. 1 indexed citations
11.
Ganon-Shilon, Sherry & Chen Schechter. (2019). No school principal is an island: From individual to school sense-making processes in reform implementation. Management in Education. 33(2). 77–85. 18 indexed citations
12.
Ganon-Shilon, Sherry & Chen Schechter. (2019). Shared Sense-Making Processes within a National Reform Implementation: Principals’ Voices. Leadership and Policy in Schools. 20(3). 494–521. 9 indexed citations
13.
Ganon-Shilon, Sherry & Chen Schechter. (2018). School principals’ sense-making of their leadership role during reform implementation. International Journal of Leadership in Education. 22(3). 279–300. 62 indexed citations
14.
Ganon-Shilon, Sherry & Chen Schechter. (2017). Making sense while steering through the fog: Principals’ metaphors within a national reform implementation. Education Policy Analysis Archives. 25. 105–105. 19 indexed citations
15.
Ganon-Shilon, Sherry & Chen Schechter. (2016). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership. 45(4). 682–698. 79 indexed citations
16.
Schechter, Chen, et al.. (2016). Leadership Metaphors: School Principals’ Sense-Making of a National Reform. Leadership and Policy in Schools. 17(1). 1–26. 29 indexed citations
17.
Schechter, Chen & Sherry Ganon-Shilon. (2015). Reforming schools: the collective doubting perspective. International Journal of Educational Management. 29(1). 62–72. 7 indexed citations
18.
Schechter, Chen & Sherry Ganon-Shilon. (2012). Learning from success: exploring the sustainability of a collaborative learning initiative. Journal of Educational Administration. 50(6). 732–752. 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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