Amélia Lopes

759 total citations
107 papers, 424 citations indexed

About

Amélia Lopes is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Amélia Lopes has authored 107 papers receiving a total of 424 indexed citations (citations by other indexed papers that have themselves been cited), including 89 papers in Education, 20 papers in Sociology and Political Science and 13 papers in Political Science and International Relations. Recurrent topics in Amélia Lopes's work include Educational Practices and Policies (45 papers), Education Pedagogy and Practices (34 papers) and Teacher Education and Leadership Studies (16 papers). Amélia Lopes is often cited by papers focused on Educational Practices and Policies (45 papers), Education Pedagogy and Practices (34 papers) and Teacher Education and Leadership Studies (16 papers). Amélia Lopes collaborates with scholars based in Portugal, United Kingdom and Poland. Amélia Lopes's co-authors include Fátima Pereira, Isabel Menezes, Pete Boyd, Ana Mouraz, Nicola Andrew, Jorge M. S. Valente, Otilia Clipa, Linda Daniela, Fátima C. Pereira and António M. Magalhães and has published in prestigious journals such as SHILAP Revista de lepidopterología, Studies in Higher Education and Higher Education.

In The Last Decade

Amélia Lopes

87 papers receiving 377 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amélia Lopes Portugal 10 328 61 59 44 35 107 424
Janet Orchard United Kingdom 10 284 0.9× 58 1.0× 132 2.2× 20 0.5× 31 0.9× 36 400
Søren Smedegaard Ernst Bengtsen Denmark 11 199 0.6× 65 1.1× 55 0.9× 102 2.3× 34 1.0× 47 350
Duncan Waite United States 12 254 0.8× 36 0.6× 114 1.9× 23 0.5× 33 0.9× 48 388
Ruth L. Healey United Kingdom 13 403 1.2× 31 0.5× 124 2.1× 34 0.8× 42 1.2× 41 586
Fiona Hallett United Kingdom 9 276 0.8× 26 0.4× 58 1.0× 20 0.5× 26 0.7× 27 365
George Koutsouris United Kingdom 11 209 0.6× 29 0.5× 66 1.1× 19 0.4× 27 0.8× 29 334
Doris A. Santoro United States 11 345 1.1× 49 0.8× 145 2.5× 34 0.8× 71 2.0× 27 481
Jonathan Tummons United Kingdom 13 246 0.8× 46 0.8× 100 1.7× 47 1.1× 33 0.9× 51 448
Lesley Scanlon Australia 9 259 0.8× 33 0.5× 73 1.2× 31 0.7× 65 1.9× 15 365
John Halliday United Kingdom 11 298 0.9× 30 0.5× 53 0.9× 67 1.5× 58 1.7× 32 458

Countries citing papers authored by Amélia Lopes

Since Specialization
Citations

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

Fields of papers citing papers by Amélia Lopes

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amélia Lopes

This figure shows the co-authorship network connecting the top 25 collaborators of Amélia Lopes. A scholar is included among the top collaborators of Amélia Lopes 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 Amélia Lopes. Amélia Lopes 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.
Lopes, Amélia, et al.. (2024). Fostering humanization in education: a scoping review on mindfulness and teacher education. Frontiers in Education. 9. 2 indexed citations
2.
Lopes, Amélia, et al.. (2023). Factors Influencing Teachers’ Uses of New Technologies: Mindsets and Professional Identities as Crucial Variables. International Journal of Instruction. 16(4). 521–542.
3.
Mouraz, Ana, et al.. (2020). Veteran teachers and the challenges of curriculum innovation. Open Repository of the University of Porto (University of Porto).
4.
5.
Lopes, Amélia, et al.. (2017). Teachers pursuing a doctoral degree: motivations and perceived impact. Educational Research. 59(3). 335–352. 24 indexed citations
6.
Lopes, Amélia, et al.. (2015). EDUCATION CLIMATES: CONSTRUCTION OF A CONCEPTUAL FRAMEWORK SUITABLE TO STUDY THE TRAINING OF PROFESSIONALS IN HIGHER EDUCATION. SHILAP Revista de lepidopterología. 1 indexed citations
7.
Lopes, Amélia, et al.. (2014). Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives. SHILAP Revista de lepidopterología. 5(2). 209–225. 1 indexed citations
8.
Fernandes, Preciosa, et al.. (2013). A formação inicial em enfermagem e climas de formação: conceitos e percepções. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT).
9.
Lopes, Amélia, et al.. (2013). Investigaçao narrativa, formaçao inicial de professores e autonomia dos estudantes: uma revisao de literaturar. Dialnet (Universidad de la Rioja). 385(29). 129–155. 1 indexed citations
10.
Lopes, Amélia, Pete Boyd, Nicola Andrew, & Fátima Pereira. (2013). The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education. 68(2). 167–183. 25 indexed citations
11.
Lopes, Amélia, et al.. (2012). As configurações identitárias dos educadores de infância do setor público e do setor privado na primeira década do séc. XXI. Revista Lusófona de Educação. 22(22). 159–175. 1 indexed citations
12.
Lopes, Alice Casimiro, et al.. (2008). Políticas educativas e dinâmicas curriculares no Brasil e em Portugal. 1 indexed citations
13.
Lopes, Amélia, et al.. (2007). Fazer da formação um projecto: formação inicial e identidades profissionais docentes. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 7 indexed citations
14.
Lopes, Amélia. (2007). La construcción de identidades docentes como constructo de estructura y dinámica sistémicas : argumentación y virtualidades teóricas y prácticas. SHILAP Revista de lepidopterología. 11(3). 0. 10 indexed citations
15.
Lopes, Amélia, et al.. (2006). Uma revolução na formação inicial de professores. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT).
16.
Lopes, Amélia, et al.. (2004). Envolvimento na gestão do currículo de formação inicial e identidades profissionais no ensino primário português. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 1 indexed citations
17.
Lopes, Amélia, et al.. (2004). Estudo exploratório sobre currículo de formação inicial e identidade profissional de docentes do 1º CEB: indícios sobre o papel do envolvimento dos estudantes na gestão do seu currículo de formação. SHILAP Revista de lepidopterología. 4 indexed citations
18.
Lopes, Amélia. (2002). O currículo no quotidiano escolar e construção de identidades: o "fora" e o "dentro" das mudanças. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT).
19.
Lopes, Amélia, et al.. (1997). Projecto cria-se: educar e formar para a criatividade. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 3 indexed citations
20.
Lopes, Amélia, et al.. (1994). Análise de necessidades na formação profissional de professores. Open Repository of the University of Porto (University of Porto). 14. 15–8.

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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Janet Orchard Breakdown of academic impact, for papers by Søren Smedegaard Ernst Bengtsen Breakdown of academic impact, for papers by Duncan Waite Breakdown of academic impact, for papers by Ruth L. Healey Breakdown of academic impact, for papers by Fiona Hallett Breakdown of academic impact, for papers by George Koutsouris Breakdown of academic impact, for papers by Doris A. Santoro Breakdown of academic impact, for papers by Jonathan Tummons Breakdown of academic impact, for papers by Lesley Scanlon Breakdown of academic impact, for papers by John Halliday
Rankless by CCL
2026