Annaline Flint

494 total citations
15 papers, 292 citations indexed

About

Annaline Flint is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Annaline Flint has authored 15 papers receiving a total of 292 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Experimental and Cognitive Psychology and 2 papers in Social Psychology. Recurrent topics in Annaline Flint's work include Teacher Education and Leadership Studies (10 papers), Education, Achievement, and Giftedness (7 papers) and Teacher Professional Development and Motivation (4 papers). Annaline Flint is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Education, Achievement, and Giftedness (7 papers) and Teacher Professional Development and Motivation (4 papers). Annaline Flint collaborates with scholars based in New Zealand and Netherlands. Annaline Flint's co-authors include Christine M. Rubie‐Davies, Lyn McDonald, Elizabeth R. Peterson, Kane Meissel, Kim Stroet, Lisette Hornstra, Heather M. O’Neill and F.J. Langdon and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychology Review and British Journal of Educational Psychology.

In The Last Decade

Annaline Flint

14 papers receiving 271 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Annaline Flint New Zealand	8	225	64	63	46	29	15	292
Lyn McDonald New Zealand	8	205 0.9×	54 0.8×	55 0.9×	41 0.9×	25 0.9×	14	277
Rachel Part United States	6	165 0.7×	64 1.0×	93 1.5×	43 0.9×	53 1.8×	6	252
Hope E. Wilson United States	10	172 0.8×	146 2.3×	69 1.1×	42 0.9×	30 1.0×	25	296
Tracy Riley New Zealand	9	140 0.6×	96 1.5×	56 0.9×	45 1.0×	52 1.8×	57	266
Yasemin Taş Türkiye	10	267 1.2×	72 1.1×	103 1.6×	66 1.4×	61 2.1×	28	370
Shane N. Phillipson Australia	8	123 0.5×	137 2.1×	76 1.2×	44 1.0×	27 0.9×	19	242
Dona J. Matthews Canada	12	204 0.9×	180 2.8×	83 1.3×	56 1.2×	49 1.7×	27	373
Gudrun Vanlaar Belgium	9	245 1.1×	53 0.8×	48 0.8×	47 1.0×	10 0.3×	23	326
Liang See Tan Singapore	10	153 0.7×	83 1.3×	56 0.9×	31 0.7×	10 0.3×	24	270
Anthony W. Lorsbach United States	8	237 1.1×	31 0.5×	47 0.7×	79 1.7×	16 0.6×	17	296

Countries citing papers authored by Annaline Flint

Since Specialization

Citations

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

Fields of papers citing papers by Annaline Flint

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Annaline Flint

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

All Works

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15 of 15 papers shown

Flint, Annaline, Christine M. Rubie‐Davies, & Elizabeth R. Peterson. (2024). Teacher Views of Relationships between their Teaching Practices and Beliefs, the School Context, and Student Achievement. New Zealand Journal of Educational Studies. 59(1). 157–173. 3 indexed citations

Hornstra, Lisette, Kim Stroet, Christine M. Rubie‐Davies, & Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. 35(3). 13 indexed citations

Rubie‐Davies, Christine M., et al.. (2020). Achievement and beliefs outcomes of students with high and low expectation teachers. Social Psychology of Education. 23(5). 1173–1201. 21 indexed citations

Rubie‐Davies, Christine M., et al.. (2018). Viewing students consistently: how stable are teachers’ expectations?. Educational Research and Evaluation. 24(3-5). 221–240. 14 indexed citations

Rubie‐Davies, Christine M., et al.. (2017). Teacher gender, and expectation of reading achievement in New Zealand elementary school students: essentially a barrier?. Gender and Education. 31(8). 1000–1019. 21 indexed citations

Rubie‐Davies, Christine M., et al.. (2015). Gendered Teacher Expectations of Mathematics Achievement in New Zealand: Contributing to a Kink at the Base of the STEM Pipeline?. ResearchSpace (University of Auckland). 8(1). 82–102. 13 indexed citations

McDonald, Lyn & Annaline Flint. (2015). Learning within a Supportive Environment: Mentoring Skills. 3(1). 23–23.

Rubie‐Davies, Christine M., et al.. (2015). 'Missing out'? The potential consequences of inaccurate teacherexpectations on young gifted readers' achievement outcomes. 19(1). 1–15. 2 indexed citations

McDonald, Lyn, et al.. (2014). Teaching high-expectation strategies to teachers through an intervention process. Professional Development in Education. 42(2). 290–307. 17 indexed citations

10.

Rubie‐Davies, Christine M., et al.. (2012). Investigating Teacher Expectations By Ethnicity In New Zealand. The European Journal of Social & Behavioural Sciences. 2(2). 250–259. 3 indexed citations

11.

Rubie‐Davies, Christine M., et al.. (2012). Ethnicity as a Factor in Student Beliefs. Procedia - Social and Behavioral Sciences. 69. 262–270. 2 indexed citations

12.

Rubie‐Davies, Christine M., et al.. (2012). Ethnicity and Teacher Expectations in New Zealand. Procedia - Social and Behavioral Sciences. 69. 256–261. 10 indexed citations

13.

Rubie‐Davies, Christine M., Annaline Flint, & Lyn McDonald. (2011). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?. British Journal of Educational Psychology. 82(2). 270–288. 165 indexed citations

14.

Flint, Annaline, et al.. (2011). Effective Educative Mentoring Skills: A Collaborative Effort. SHILAP Revista de lepidopterología. 8(1). 33–46. 4 indexed citations

15.

Langdon, F.J., et al.. (2011). Induction and Mentoring Pilot Programme: Primary. Leading Learning in Induction and Mentoring. ResearchSpace (University of Auckland). 4 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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