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D-Index & Metrics

Social Sciences and Humanities

D-Index
50
Citations
11086
World Ranking
2739
National Ranking
471

Overview

John Smyth is affiliated with the University of Huddersfield in the United Kingdom. Their research primarily spans the social sciences, with specific focus on sociology and political science, education, safety research, occupational therapy, and developmental neuroscience.

The main topics explored in their work include early childhood education and development, children's rights and participation, disability education and employment, assistive technology in communication and mobility, Williams Syndrome research, community health and development, and crustacean biology and ecology.

Recent publications by John Smyth cover diverse subjects. These include:

  • Critical social science as a research methodology in universities in times of crisis (2020, Qualitative Research Journal)
  • Ethnographic Research in Adolescent Development (2020, The Encyclopedia of Child and Adolescent Development)

Other papers related to coauthors include:

  • Transition of people with intellectual and developmental disabilities from school to adulthood: a scoping review (2025, International Journal of Developmental Disabilities)
  • Impact of dietary protein content on growth of the white-clawed crayfish Austropotamobius pallipes (Lereboullet, 1858) (Decapoda, Astacidae) in captive rearing for conservation (2022, Crustaceana)

Frequent coauthors collaborating with Smyth are Jan Šiška, Renáta Tichá, Monica C. Roberts, Martin M. Kavua, and Emily K. Unholz-Bowden.

The venues where their research has been published include the Qualitative Research Journal, International Journal of Developmental Disabilities, The Encyclopedia of Child and Adolescent Development, and Crustaceana.

Best Publications

  • Developing and Sustaining Critical Reflection in Teacher Education

    John Smyth

  • Teachers’ Work and the Politics of Reflection

    John Smyth

  • Teachers' Work in a Globalizing Economy

    Alistair Dow;Robert Hattam;Alan Reid;Geoffrey Shacklock

  • ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education

    Peter McInerney;John Smyth;Barry Down

  • A Socially Critical View Of The Self-Managing School

    John Smyth

  • ‘When students have power’: student engagement, student voice, and the possibilities for school reform around ‘dropping out’ of school

    John Smyth

  • Critical Politics of Teachers' Work: An Australian Perspective

    John Smyth

  • Una pedagogía crítica de la práctica en el aula

    John Smyth

  • Being reflexive in critical educational and social research

    Geoffrey Shacklock;John Smyth

  • Reflective Practice in Teacher Education

    John Smyth

  • Book review: Teacher Education in Transition: Reforming Professionalism, J. Furlong, L. Barton, S. Miles, C. Whiting, G. Whitty, OUP, 2000

    Joan Whitehead;William Taylor;John Smyth

  • ‘Dropping Out’, Drifting Off, Being Excluded: Becoming Somebody Without School

    John Smyth;Robert Hattam

  • The Toxic University

    Unknown

  • Re-Making Teaching: Ideology, Policy and Practice

    John Smyth;Geoffrey Shacklock

  • Critical Pedagogy for Social Justice

    John Smyth

  • Teacher Evaluation: Educative Alternatives

    Andrew David Gitlin;John Smyth

  • 'Voiced' Research as a Sociology for Understanding 'Dropping Out' of School

    John Smyth;Robert Hattam

  • Educational leadership that fosters ‘student voice’

    John Smyth

  • Academic Work: The Changing Labour Process in Higher Education

    John Smyth

  • Critical Discourses on Teacher Development

    John Smyth

  • Early School Leaving and the Cultural Geography of High Schools [1]

    John Smyth;Robert Hattam

  • Teacher Education in Transition: Re-forming professionalism

    Joan Whitehead;William Taylor;John Smyth

Frequent Co-Authors

Rochelle Eime
Rochelle Eime Federation University Australia
Jack T. Harvey
Jack T. Harvey Federation University Australia

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