Dayle Anderson

424 total citations
23 papers, 215 citations indexed

About

Dayle Anderson is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Dayle Anderson has authored 23 papers receiving a total of 215 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Dayle Anderson's work include Science Education and Pedagogy (12 papers), Education and Critical Thinking Development (5 papers) and Diverse Educational Innovations Studies (5 papers). Dayle Anderson is often cited by papers focused on Science Education and Pedagogy (12 papers), Education and Critical Thinking Development (5 papers) and Diverse Educational Innovations Studies (5 papers). Dayle Anderson collaborates with scholars based in New Zealand, United Kingdom and Switzerland. Dayle Anderson's co-authors include Robin Averill, Megan Clark, Michael Drake, Glenda Anthony, Anne Hynds, Derek J. Smith, Markus Luczak–Roesch, Debra McGregor, Cathal Doyle and Ashley P. Duggan and has published in prestigious journals such as Journal for Research in Mathematics Education, Teachers and Teaching and Research in Science Education.

In The Last Decade

Dayle Anderson

21 papers receiving 190 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Dayle Anderson New Zealand 7 182 45 25 20 18 23 215
Kristin Rearden United States 6 119 0.7× 44 1.0× 11 0.4× 17 0.8× 16 0.9× 14 143
Kirsten R. Daehler United States 3 204 1.1× 62 1.4× 7 0.3× 14 0.7× 42 2.3× 6 223
Sissy S. Wong United States 8 223 1.2× 85 1.9× 18 0.7× 26 1.3× 60 3.3× 18 255
Toya Jones Frank United States 7 247 1.4× 28 0.6× 14 0.6× 45 2.3× 11 0.6× 17 270
Bahadır Namdar Türkiye 10 205 1.1× 106 2.4× 19 0.8× 18 0.9× 11 0.6× 31 236
Ingrid Weiland United States 9 308 1.7× 149 3.3× 42 1.7× 25 1.3× 28 1.6× 14 335
Lawrence M. Clark United States 7 301 1.7× 38 0.8× 12 0.5× 48 2.4× 9 0.5× 12 319
Janne Fauskanger Norway 9 234 1.3× 59 1.3× 22 0.9× 33 1.6× 4 0.2× 36 271
Joan D. Pasley United States 7 200 1.1× 55 1.2× 7 0.3× 10 0.5× 47 2.6× 17 235
Fitnat Kaptan Türkiye 12 268 1.5× 55 1.2× 15 0.6× 13 0.7× 8 0.4× 39 291

Countries citing papers authored by Dayle Anderson

Since Specialization
Citations

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

Fields of papers citing papers by Dayle Anderson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Dayle Anderson

This figure shows the co-authorship network connecting the top 25 collaborators of Dayle Anderson. A scholar is included among the top collaborators of Dayle Anderson 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 Dayle Anderson. Dayle Anderson 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.
McGregor, Debra & Dayle Anderson. (2023). Learning Science Through Drama. 1 indexed citations
2.
Anderson, Dayle, et al.. (2020). Developing science capabilities for citizenship through participation in online citizen science (OCS) projects. set Research Information for Teachers. 1 indexed citations
3.
4.
Luczak–Roesch, Markus, et al.. (2019). Citizen Scientists in the Classroom: Investigating the Role of Online Citizen Science in Primary School Science Education.. 3 indexed citations
5.
McGregor, Debra, et al.. (2019). Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England. International Journal of Science Education Part B. 9(2). 171–194. 5 indexed citations
6.
Doyle, Cathal, et al.. (2019). Using the Web for Science in the Classroom. SPIRE - Sciences Po Institutional REpository. 71–80. 12 indexed citations
7.
Anderson, Dayle, et al.. (2018). Learning Through School Science Investigation. 1 indexed citations
8.
Anderson, Dayle, et al.. (2017). Working Alongside Scientists. Science & Education. 26(3-4). 271–298. 5 indexed citations
9.
Anderson, Dayle, et al.. (2016). Beyond play: Learning through science investigation. 1 indexed citations
10.
Averill, Robin, Michael Drake, Dayle Anderson, & Glenda Anthony. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education. 44(5). 486–503. 30 indexed citations
11.
Anderson, Dayle, et al.. (2016). Developing science capabilities through drama: Learning about the nature of science through a guided drama–science inquiry process. set Research Information for Teachers. 2016(1). 17–23. 1 indexed citations
12.
Anthony, Glenda, et al.. (2015). Learning the work of ambitious mathematics teaching. Mathematics Education Research Group of Australasia. 12 indexed citations
13.
Averill, Robin, Dayle Anderson, & Michael Drake. (2015). Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. 17(2). 64–83. 14 indexed citations
14.
Anderson, Dayle. (2014). What makes it science? Primary teacher practices that support learning about science. set Research Information for Teachers. 9–17. 1 indexed citations
15.
Anderson, Dayle, et al.. (2014). Investing in the pretend: A drama inquiry process to support learning about the nature of science. set Research Information for Teachers. 50–57. 1 indexed citations
16.
Anderson, Dayle. (2013). Leading change in primary science: Experiences of Primary Science Teacher Fellows who have raised the profile of science in their schools. 28(2). 15. 1 indexed citations
17.
Anderson, Dayle, et al.. (2013). Broadening the frame: towards reconciling teacher beliefs and practice in primary school science teaching.. ResearchSpace (University of Auckland). 1 indexed citations
18.
Anderson, Dayle, et al.. (2011). Changing Science TeachingPractice in Early Career SecondaryTeaching Graduates. Eurasia Journal of Mathematics Science and Technology Education. 7(1). 4 indexed citations
19.
Anderson, Dayle & Megan Clark. (2011). Development of syntactic subject matter knowledge and pedagogical content knowledge for science by a generalist elementary teacher. Teachers and Teaching. 18(3). 315–330. 37 indexed citations
20.
Averill, Robin, et al.. (2009). Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies. Journal for Research in Mathematics Education. 40(2). 157–186. 46 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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Breakdown of academic impact, for papers by Kristin Rearden Breakdown of academic impact, for papers by Kirsten R. Daehler Breakdown of academic impact, for papers by Sissy S. Wong Breakdown of academic impact, for papers by Toya Jones Frank Breakdown of academic impact, for papers by Bahadır Namdar Breakdown of academic impact, for papers by Ingrid Weiland Breakdown of academic impact, for papers by Lawrence M. Clark Breakdown of academic impact, for papers by Janne Fauskanger Breakdown of academic impact, for papers by Joan D. Pasley Breakdown of academic impact, for papers by Fitnat Kaptan
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