Spela Godec

602 total citations
26 papers, 398 citations indexed

About

Spela Godec is a scholar working on Education, Sociology and Political Science and Safety Research. According to data from OpenAlex, Spela Godec has authored 26 papers receiving a total of 398 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 10 papers in Sociology and Political Science and 9 papers in Safety Research. Recurrent topics in Spela Godec's work include Career Development and Diversity (7 papers), Teacher Education and Leadership Studies (6 papers) and Educational Environments and Student Outcomes (5 papers). Spela Godec is often cited by papers focused on Career Development and Diversity (7 papers), Teacher Education and Leadership Studies (6 papers) and Educational Environments and Student Outcomes (5 papers). Spela Godec collaborates with scholars based in United Kingdom, Sweden and Denmark. Spela Godec's co-authors include Louise Archer, Emily Dawson, Heather King, Jennifer DeWitt, Amy Seakins, Ada Mau, Angela Calabrese Barton, Digna Couso, Julie Moote and Anna Danielsson and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and Journal of the Learning Sciences.

In The Last Decade

Spela Godec

26 papers receiving 380 citations

Peers

Spela Godec
Jennie S. Brotman United States
Roxanne Hughes United States
Julie Moote United Kingdom
Felicia M. Moore United States
Sreyashi Jhumki Basu United States
Preeti Gupta United States
Elizabeth Whitelegg United Kingdom
Eva Silfver Sweden
Gale Seiler United States
John Cripps Clark Australia
Jennie S. Brotman United States
Spela Godec
Citations per year, relative to Spela Godec Spela Godec (= 1×) peers Jennie S. Brotman

Countries citing papers authored by Spela Godec

Since Specialization
Citations

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

Fields of papers citing papers by Spela Godec

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Spela Godec

This figure shows the co-authorship network connecting the top 25 collaborators of Spela Godec. A scholar is included among the top collaborators of Spela Godec 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 Spela Godec. Spela Godec 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.
DeWitt, Jennifer, et al.. (2025). Who participates in informal science learning experiences? Analysis of data from six surveys of a cohort in England from age 10–22 years. International Journal of Science Education Part B. 15(4). 612–629. 1 indexed citations
2.
3.
Godec, Spela, Louise Archer, Julie Moote, et al.. (2024). A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University. International Journal of Science and Mathematics Education. 22(7). 1615–1636. 12 indexed citations
4.
5.
Holmegaard, Henriette Tolstrup, Louise Archer, Spela Godec, et al.. (2024). Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21. Computer Science Education. 35(2). 238–266. 6 indexed citations
6.
Archer, Louise, Spela Godec, & Henriette Tolstrup Holmegaard. (2023). Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion. Science Education. 107(4). 912–938. 2 indexed citations
7.
King, Heather, et al.. (2023). Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers. London Review of Education. 21(1). 3 indexed citations
8.
9.
Danielsson, Anna, et al.. (2023). The identity turn in science education research: a critical review of methodologies in a consolidating field. Cultural Studies of Science Education. 18(3). 695–754. 11 indexed citations
10.
Archer, Louise, et al.. (2022). Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning. Cultural Studies of Science Education. 17(2). 405–438. 9 indexed citations
11.
12.
Godec, Spela, Louise Archer, & Emily Dawson. (2021). Interested but not being served: mapping young people’s participation in informal STEM education through an equity lens. Research Papers in Education. 37(2). 221–248. 31 indexed citations
13.
Godec, Spela, et al.. (2020). Young people’s tech identity performances: why materiality matters. International Journal of STEM Education. 7(1). 51–51. 8 indexed citations
14.
Godec, Spela. (2019). Home, school and the museum: shifting gender performances and engagement with science. British Journal of Sociology of Education. 41(2). 147–159. 6 indexed citations
15.
Godec, Spela, Heather King, Louise Archer, Emily Dawson, & Amy Seakins. (2018). Examining Student Engagement with Science Through a Bourdieusian Notion of Field. Science & Education. 27(5-6). 501–521. 26 indexed citations
16.
Godec, Spela, Heather King, & Louise Archer. (2017). The Science Capital Teaching Approach: engaging students with science, promoting social justice. UCL Discovery (University College London). 34 indexed citations
17.
Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2017). Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach. British Journal of Sociology of Education. 39(3). 283–298. 21 indexed citations
18.
Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2017). Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms. Science Education. 101(5). 741–764. 42 indexed citations
19.
Archer, Louise, et al.. (2016). “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit. Journal of the Learning Sciences. 25(3). 438–485. 35 indexed citations
20.
Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2016). Science capital made clear. UCL Discovery (University College London). 3 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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