Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Measuring teacher efficacy to implement inclusive practices
2011470 citationsUmesh Sharma, Tim Loreman et al.profile →
Teacher preparation for inclusive education: increasing knowledge but raising concerns
2011350 citationsChris Forlin, Dianne ChambersAsia-Pacific Journal of Teacher Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Chris Forlin'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 Chris Forlin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chris Forlin more than expected).
This network shows the impact of papers produced by Chris Forlin. 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 Chris Forlin. The network helps show where Chris Forlin may publish in the future.
Co-authorship network of co-authors of Chris Forlin
This figure shows the co-authorship network connecting the top 25 collaborators of Chris Forlin.
A scholar is included among the top collaborators of Chris Forlin 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 Chris Forlin. Chris Forlin 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.
Banks, Joanne, Chris Forlin, & Dianne Chambers. (2023). Home‐schooling in the Republic of Ireland. British Journal of Special Education. 50(3). 394–402.3 indexed citations
Correia, Ana María Ramalho, et al.. (2021). Home-School Collaboration in Assessment, Placement, and Individual Education Plan Development for Children with Special Education Needs in Macao: The Views of Parents.. The School community journal/School community journal. 31(1). 205–231.2 indexed citations
Deppeler, Joanne, et al.. (2015). Égalité et qualité en éducation inclusive en Australie: le cas des élèves en situation de handicap [Equality and quality in inclusive education in Australia: The case of students with disabilities]. 14(2). 49–63.1 indexed citations
7.
Forlin, Chris, et al.. (2015). A comparison of student perceptions towards learning English versus L1 language in an international EMI school in Hong Kong. 17(1). 57–70.1 indexed citations
Forlin, Chris, et al.. (2013). Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD. 9(2). 61–86.5 indexed citations
11.
Jones, Phyllis, et al.. (2013). The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices.. 9(1). 60–74.16 indexed citations
Forlin, Chris & Dianne Chambers. (2011). Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education. 39(1). 17–32.350 indexed citations breakdown →
15.
Forlin, Chris & Kuen Fung Sin. (2010). Developing Support for Inclusion: A Professional Learning Approach for Teachers in Hong Kong.. 6(1). 7–26.55 indexed citations
16.
Sharma, Umesh, Chris Forlin, & Tim Loreman. (2007). What concerns pre-service teachers about inclusive education: An international viewpoint?. 4(2). 95–114.38 indexed citations
17.
Loreman, Tim, Chris Earle, Umesh Sharma, & Chris Forlin. (2007). The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education (IJSE). 22(2). 150–159.109 indexed citations
18.
Forlin, Chris. (2005). Moving onwards and upwards: Inclusive education in secondary schools. Australasian Journal of Special Education. 29(2). 87–91.4 indexed citations
19.
Forlin, Chris, et al.. (2005). Attitude of Students towards Peers with Disabilities: Relocating Students from an Education Support Centre to an Inclusive Middle School Setting.. 1(2). 18–30.12 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.