Chris Speldewinde

687 total citations
38 papers, 393 citations indexed

About

Chris Speldewinde is a scholar working on Education, Social Psychology and Sociology and Political Science. According to data from OpenAlex, Chris Speldewinde has authored 38 papers receiving a total of 393 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 15 papers in Social Psychology and 11 papers in Sociology and Political Science. Recurrent topics in Chris Speldewinde's work include Outdoor and Experiential Education (12 papers), Children's Rights and Participation (11 papers) and Diverse Educational Innovations Studies (10 papers). Chris Speldewinde is often cited by papers focused on Outdoor and Experiential Education (12 papers), Children's Rights and Participation (11 papers) and Diverse Educational Innovations Studies (10 papers). Chris Speldewinde collaborates with scholars based in Australia and United Kingdom. Chris Speldewinde's co-authors include Coral Campbell, Christine Howitt, Amy MacDonald, Lihua Xu, Vaughan Prain, Anna Kilderry, Jan van Driel, Russell Tytler, Sue Kilpatrick and Babak Dadvand and has published in prestigious journals such as Sustainability, International Journal of Science Education and Marine Policy.

In The Last Decade

Chris Speldewinde

34 papers receiving 384 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Chris Speldewinde Australia 13 248 77 65 60 60 38 393
Kristie Gutierrez United States 7 224 0.9× 67 0.9× 63 1.0× 20 0.3× 32 0.5× 33 380
David B. Zandvliet Canada 13 375 1.5× 43 0.6× 53 0.8× 104 1.7× 34 0.6× 42 519
Juliana Utley United States 13 354 1.4× 29 0.4× 100 1.5× 100 1.7× 94 1.6× 33 506
Libby Lee-Hammond Australia 11 201 0.8× 72 0.9× 41 0.6× 76 1.3× 18 0.3× 22 313
Lisa Bouillion United States 4 240 1.0× 43 0.6× 81 1.2× 39 0.7× 66 1.1× 7 336
Carole G. Basile United States 8 191 0.8× 33 0.4× 51 0.8× 53 0.9× 29 0.5× 19 308
Eileen G. Merritt United States 15 532 2.1× 80 1.0× 141 2.2× 120 2.0× 55 0.9× 40 740
Digna Couso Spain 11 328 1.3× 30 0.4× 181 2.8× 51 0.8× 67 1.1× 72 529
Kathryn Paige Australia 10 251 1.0× 58 0.8× 43 0.7× 54 0.9× 42 0.7× 47 349
Abdullah Ambusaidi Oman 12 318 1.3× 96 1.2× 86 1.3× 71 1.2× 25 0.4× 66 474

Countries citing papers authored by Chris Speldewinde

Since Specialization
Citations

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

Fields of papers citing papers by Chris Speldewinde

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Chris Speldewinde

This figure shows the co-authorship network connecting the top 25 collaborators of Chris Speldewinde. A scholar is included among the top collaborators of Chris Speldewinde 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 Speldewinde. Chris Speldewinde 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.
Dadvand, Babak, et al.. (2025). Supporting career-change teachers: developing resilience and identity. Educational Research. 67(2). 135–151. 1 indexed citations
2.
Speldewinde, Chris, et al.. (2025). Engineering habits of mind in preschool children at Scottish forest nurseries and Australian bush kinders. British Educational Research Journal. 51(5). 2185–2209. 1 indexed citations
3.
Rice, Suzanne, et al.. (2024). Vocational teachers in school settings: career pathways and motivations. Journal of Vocational Education and Training. 77(4). 958–981. 1 indexed citations
4.
Speldewinde, Chris & Coral Campbell. (2024). More than a cluster of sawflies: understanding young children’s application of science skills in nature-based learning. Research in Science & Technological Education. 43(4). 1043–1064.
5.
Speldewinde, Chris. (2024). Dipping your toes in the water: early childhood science learning at a beach kindergarten. Journal of Outdoor and Environmental Education.
6.
Speldewinde, Chris. (2024). ‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders. Early Childhood Education Journal. 53(4). 1133–1144. 1 indexed citations
7.
Speldewinde, Chris & Coral Campbell. (2024). Invisible and fluid walls in early childhood nature learning: collecting data through video. Educational Research. 66(4). 365–380.
8.
Speldewinde, Chris, et al.. (2024). Listening to children in nature: emergent curriculum in science teaching and learning in bush kinders. International Journal of Science Education. 47(15-16). 2180–2202. 4 indexed citations
9.
Dadvand, Babak, et al.. (2023). Career change teachers in hard-to-staff schools: should I stay or leave?. The Australian Educational Researcher. 51(2). 481–496. 17 indexed citations
10.
Speldewinde, Chris & Coral Campbell. (2023). Bush Kinders: Building Young Children’s Relationships with the Environment. Australian Journal of Environmental Education. 40(1). 7–21. 4 indexed citations
11.
Campbell, Coral, et al.. (2023). Teaching Science Out-of-field: Beliefs and Practices. Monash University Research Portal (Monash University). volume-4-2023(volume-4-issue-2-june-2023). 133–148. 1 indexed citations
12.
Millar, Victoria, Linda Hobbs, Chris Speldewinde, & Jan van Driel. (2022). Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”. International Journal of Mentoring and Coaching in Education. 11(4). 398–413. 3 indexed citations
13.
Speldewinde, Chris & Coral Campbell. (2022). ‘Bush kinders’: developing early years learners technology and engineering understandings. International Journal of Technology and Design Education. 33(3). 775–792. 11 indexed citations
14.
Speldewinde, Chris & Coral Campbell. (2022). Mathematics learning in the early years through nature play. International Journal of Early Years Education. 30(4). 813–830. 10 indexed citations
15.
Prain, Vaughan, Lihua Xu, & Chris Speldewinde. (2022). Guiding Science and Mathematics Learning when Students Construct Representations. Research in Science Education. 53(2). 445–461. 4 indexed citations
16.
Speldewinde, Chris. (2022). STEM Teaching and Learning in Bush Kinders. Canadian Journal of Science Mathematics and Technology Education. 22(2). 444–461. 15 indexed citations
17.
Speldewinde, Chris, Anna Kilderry, & Coral Campbell. (2021). Ethnography and Bush Kinder Research: A Review of the Literature. Australasian Journal of Early Childhood. 46(3). 263–275. 11 indexed citations
18.
Campbell, Coral & Chris Speldewinde. (2020). Affordances for Science Learning in “Bush Kinders”. International Journal of Innovation in Science and Mathematics Education. 28(3). 13 indexed citations
19.
Vale, Colleen, et al.. (2019). Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching. International Journal of Science and Mathematics Education. 18(3). 463–483. 12 indexed citations
20.
Hobbs, Linda, et al.. (2017). Girls' Future — Our Future. Own your potential (DEAKIN). 3 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Kristie Gutierrez Breakdown of academic impact, for papers by David B. Zandvliet Breakdown of academic impact, for papers by Juliana Utley Breakdown of academic impact, for papers by Libby Lee-Hammond Breakdown of academic impact, for papers by Lisa Bouillion Breakdown of academic impact, for papers by Carole G. Basile Breakdown of academic impact, for papers by Eileen G. Merritt Breakdown of academic impact, for papers by Digna Couso Breakdown of academic impact, for papers by Kathryn Paige Breakdown of academic impact, for papers by Abdullah Ambusaidi
Rankless by CCL
2026