Anthony Feiler

433 total citations
38 papers, 287 citations indexed

About

Anthony Feiler is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Anthony Feiler has authored 38 papers receiving a total of 287 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 11 papers in Clinical Psychology and 11 papers in Developmental and Educational Psychology. Recurrent topics in Anthony Feiler's work include Family and Disability Support Research (11 papers), Reading and Literacy Development (10 papers) and Disability Rights and Representation (8 papers). Anthony Feiler is often cited by papers focused on Family and Disability Support Research (11 papers), Reading and Literacy Development (10 papers) and Disability Rights and Representation (8 papers). Anthony Feiler collaborates with scholars based in United Kingdom and United States. Anthony Feiler's co-authors include Alec Webster, Valerie Webster, Debby Watson, Jan Georgeson, Harry Daniels, Jill Porter, Gary Thomas, Beth Tarleton, David Herrick and Jan De Winter and has published in prestigious journals such as British Journal of Educational Studies, British Educational Research Journal and Children & Society.

In The Last Decade

Anthony Feiler

37 papers receiving 220 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Anthony Feiler United Kingdom	11	179	100	64	55	47	38	287
Penny Lacey United Kingdom	11	179 1.0×	89 0.9×	81 1.3×	33 0.6×	68 1.4×	31	286
Kimberly Maich Canada	9	133 0.7×	84 0.8×	37 0.6×	28 0.5×	41 0.9×	49	244
Amy Bitterman United States	6	144 0.8×	133 1.3×	43 0.7×	41 0.7×	27 0.6×	10	275
Paula Kluth United States	11	205 1.1×	107 1.1×	78 1.2×	46 0.8×	88 1.9×	17	335
William Kinsella Ireland	12	191 1.1×	161 1.6×	63 1.0×	63 1.1×	74 1.6×	24	343
Tanja Vehkakoski Finland	11	145 0.8×	96 1.0×	59 0.9×	65 1.2×	41 0.9×	38	313
Lori Korinek United States	11	247 1.4×	87 0.9×	93 1.5×	29 0.5×	108 2.3×	25	368
Linda McCormick United States	13	145 0.8×	145 1.4×	116 1.8×	32 0.6×	55 1.2×	23	315
Dawn Male United Kingdom	11	157 0.9×	131 1.3×	87 1.4×	42 0.8×	86 1.8×	32	306
Stephen W. Tonelson United States	9	153 0.9×	94 0.9×	126 2.0×	36 0.7×	45 1.0×	12	278

Countries citing papers authored by Anthony Feiler

Since Specialization

Citations

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

Fields of papers citing papers by Anthony Feiler

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anthony Feiler

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

All Works

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20 of 20 papers shown

Feiler, Anthony. (2013). The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement. London Review of Education. 11(2). 2 indexed citations

Georgeson, Jan, et al.. (2012). Reasonable adjustments for disabled pupils: what support do parents want for their child?. European Journal of Special Needs Education. 28(1). 1–18. 8 indexed citations

Feiler, Anthony, et al.. (2011). The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs. 12(1). 22–27. 2 indexed citations

Porter, Jill, Harry Daniels, Anthony Feiler, & Jan Georgeson. (2011). Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education. 38(3). 120–125. 2 indexed citations

Feiler, Anthony. (2010). Engaging ‘Hard to Reach’ Parents. 10 indexed citations

Porter, Jill, et al.. (2010). Testing of disability identification tool for schools. Digital Education Resource Archive (University College London). 4 indexed citations

Feiler, Anthony. (2010). Engaging 'Hard to Reach' Parents: Teacher-Parent Collaboration to Promote Children's Learning. Explore Bristol Research. 11 indexed citations

Porter, Jill, Harry Daniels, Anthony Feiler, & Jan Georgeson. (2009). Collecting disability data from parents. Research Papers in Education. 26(4). 427–443. 8 indexed citations

Lewis, Ann, Sarah Parsons, Chris Robertson, et al.. (2008). PARTICIPATION IN RESEARCH: Reference, or advisory, groups involving disabled people: reflections from three contrasting research projects. British Journal of Special Education. 35(2). 78–84. 12 indexed citations

10.

Feiler, Anthony, et al.. (2007). Improving Primary Literacy. 4 indexed citations

11.

Meadows, Sara, et al.. (2007). Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?. British Educational Research Journal. 33(1). 47–59. 11 indexed citations

12.

Feiler, Anthony, et al.. (2006). Forging links between parents and schools: a new role for Teaching Assistants?. Support for Learning. 21(3). 115–120. 10 indexed citations

13.

Feiler, Anthony, et al.. (2005). Boxing clever: using shoeboxes to support home–school knowledge exchange. Literacy. 39(2). 97–103. 11 indexed citations

14.

Feiler, Anthony. (2005). Linking home and school literacy in an inner city reception class. Journal of Early Childhood Literacy. 5(2). 131–149. 8 indexed citations

15.

Webster, Alec, et al.. (2004). Parental Perspectives on Early Intensive Intervention for Children Diagnosed with Autistic Spectrum Disorder. Journal of Early Childhood Research. 2(1). 25–49. 20 indexed citations

16.

Feiler, Anthony. (2003). Early literacy and home visiting during the reception year: supporting ‘difficult to reach’ families. European Journal of Special Needs Education. 18(2). 251–261. 5 indexed citations

17.

Feiler, Anthony. (2003). A home visiting project for Reception children predicted to experience literacy difficulties. British Journal of Special Education. 30(3). 156–162. 5 indexed citations

18.

Webster, Alec, Valerie Webster, & Anthony Feiler. (2002). Research evidence, polemic and evangelism: How decisions are made on early intervention in autistic spectrum disorder. Educational and Child Psychology. 19(3). 54–67. 6 indexed citations

19.

Feiler, Anthony, et al.. (1999). Threats to the inclusive movement. British Journal of Special Education. 26(3). 147–152. 25 indexed citations

20.

Feiler, Anthony & Alec Webster. (1997). Teacher Predictions of Young Children's Literacy Success or Failure in Four Primary Schools. 1 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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