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Social Sciences and Humanities

D-Index
40
Citations
11939
World Ranking
5202
National Ranking
373

Overview

Jennifer Gore is affiliated with the University of Newcastle Australia. Their primary research contributions lie within the Social Sciences, with a strong focus on Education, as evidenced by 59 publications in this subfield. Their work also spans Information Systems and Management, Sociology and Political Science, Clinical Psychology, and Social Psychology.

Their scholarship frequently addresses topics related to Teacher Education and Leadership Studies, Education Systems and Policy, Higher Education Research Studies, Educational Assessment and Improvement, School Choice and Performance, Youth Education and Societal Dynamics, and COVID-19 and Mental Health.

Jennifer Gore has been published multiple times in several academic venues. These include:

  • The Australian Educational Researcher (11 publications)
  • Professional Development in Education (2 publications)
  • Teaching and Teacher Education (2 publications)
  • Journal of Educational Change (2 publications)
  • Educational Review (2 publications)

Recent published papers by Jennifer Gore include:

  • "The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study" (2021), published in The Australian Educational Researcher
  • "Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects" (2020), published in Professional Development in Education
  • "Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds" (2021), published in Teaching and Teacher Education

Collaborations have been a notable aspect of their research. Frequent co-authors include Leanne Fray, Sally Patfield, Jessica Harris, Andrew Miller, and Felicia Jaremus.

Best Publications

  • The Struggle for Pedagogies: Critical and Feminist Discourses As Regimes of Truth

    Jennifer M. Gore

  • Feminisms and Critical Pedagogy

    Carmen Luke;Jennifer M Gore

  • Action research and reflective teaching in preservice teacher education: A case study from the United States

    Jennifer M. Gore;Kenneth M. Zeichner

  • What we can do for you! What can "we" do for "you"?: struggling over empowerment in critical and feminist pedagogy

    Jennifer Gore

  • On the Continuity of Power Relations in Pedagogy

    Jennifer M. Gore

  • The Queensland School Reform Longitudinal Study: A Strategy for Shared Curriculum Leadership. Teachers' Manual

    R. L. Lingard;J. Ladwig;M. D. Mills;D. Hayes

  • Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation

    Christopher Sean Lonsdale;Taren Grant Sanders;Kristen E. Cohen;Philip Parker

  • Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

    Jennifer Gore;Adam Lloyd;Maxwell Smith;Julie Bowe

  • Early Career Teacher Professional Learning.

    Ann McCormack;Jennifer Gore;Kaye Thomas

  • Reflecting on Reflective Teaching

    Jennifer M. Gore

  • [Re] Visioning the academic-teacher divide: power and knowledge in the educational community

    Jennifer M. Gore;Andrew D. Gitlin

  • Towards better teaching: productive pedagogy as a framework for teacher education

    Jennifer M. Gore;Tom G. Griffiths;James G. Ladwig

  • The struggle for pedagogies

    Jennifer Gore

  • Beyond the Limits of Technocratic Physical Education

    Jim McKay;Jennifer M. Gore;David Kirk

  • An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

    Kathryn Holmes;Jennifer Gore;Max Smith;Adam Lloyd

  • Why people choose teaching: A scoping review of empirical studies, 2007–2016

    Leanne Fray;Jennifer Gore

  • Beyond Our Differences: A Reassembling of What Matters in Teacher Education

    Jennifer M. Gore

  • Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions

    Jennifer Gore;Kathryn Holmes;Max Smith;Erica Southgate

  • The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

    Jennifer Gore;Leanne Fray;Andrew Miller;Jess Harris

  • Controversias entre las pedagogías: discursos críticos y feministas como regímenes de verdad

    Jennifer M Gore

  • Prepared to teach: an investigation into the preparation of teachers to teach literacy and numeracy

    William Louden;Mary Rohl;Jennifer Gore;Alistair McIntosh

Frequent Co-Authors

David R. Lubans
David R. Lubans University of Newcastle Australia
Chris Lonsdale
Chris Lonsdale Australian Catholic University
Philip J. Morgan
Philip J. Morgan University of Newcastle Australia
Ronald C. Plotnikoff
Ronald C. Plotnikoff University of Newcastle Australia
Geoff Whitty
Geoff Whitty University of Newcastle Australia
Kenneth M. Zeichner
Kenneth M. Zeichner University of Washington
Jo Salmon
Jo Salmon Deakin University
Nikos Ntoumanis
Nikos Ntoumanis University of Southern Denmark
Philip D. Parker
Philip D. Parker Australian Catholic University
Charles H. Hillman
Charles H. Hillman Northeastern University

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