Doug Reid

1.8k total citations
60 papers, 1.0k citations indexed

About

Doug Reid is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Doug Reid has authored 60 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 21 papers in Developmental and Educational Psychology and 10 papers in Sociology and Political Science. Recurrent topics in Doug Reid's work include Mobile Learning in Education (9 papers), Online and Blended Learning (9 papers) and Reading and Literacy Development (9 papers). Doug Reid is often cited by papers focused on Mobile Learning in Education (9 papers), Online and Blended Learning (9 papers) and Reading and Literacy Development (9 papers). Doug Reid collaborates with scholars based in United States, Canada and Australia. Doug Reid's co-authors include Michelle Knight, Jan W. Valle, Jeanette McCarthy Gallagher, Nathaniel Ostashewski, Alicia A. Broderick, C. Addison Stone, Susan Peters, Robin M. Smith, Vaille Dawson and H. Lee Swanson and has published in prestigious journals such as Journal of Educational Psychology, Australasian Journal of Paramedicine and Educational Researcher.

In The Last Decade

Doug Reid

53 papers receiving 822 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Doug Reid United States	18	603	291	220	182	109	60	1.0k
Cynthia M. Okolo United States	20	606 1.0×	445 1.5×	286 1.3×	180 1.0×	63 0.6×	48	1.1k
John Elkins Australia	19	841 1.4×	486 1.7×	223 1.0×	118 0.6×	178 1.6×	74	1.2k
C. E. van Kraayenoord Australia	19	757 1.3×	456 1.6×	163 0.7×	117 0.6×	236 2.2×	110	1.2k
Karen Moni Australia	20	538 0.9×	298 1.0×	199 0.9×	112 0.6×	136 1.2×	87	1.1k
Peter Westwood Australia	22	972 1.6×	459 1.6×	154 0.7×	132 0.7×	150 1.4×	85	1.4k
David M. Podell United States	10	1.1k 1.8×	260 0.9×	245 1.1×	202 1.1×	178 1.6×	18	1.4k
Randall Boone United States	16	443 0.7×	344 1.2×	178 0.8×	84 0.5×	60 0.6×	43	822
Rose M. Allinder United States	15	934 1.5×	529 1.8×	199 0.9×	67 0.4×	136 1.2×	27	1.3k
Joe Winston United Kingdom	12	491 0.8×	216 0.7×	91 0.4×	239 1.3×	90 0.8×	46	1.1k
Roger A. Stewart United States	16	616 1.0×	315 1.1×	126 0.6×	221 1.2×	91 0.8×	45	991

Countries citing papers authored by Doug Reid

Since Specialization

Citations

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

Fields of papers citing papers by Doug Reid

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Doug Reid

This figure shows the co-authorship network connecting the top 25 collaborators of Doug Reid. A scholar is included among the top collaborators of Doug Reid 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 Doug Reid. Doug Reid 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

Reid, Erin, Doug Reid, & Nathaniel Ostashewski. (2013). Implementing iPads in a reggio classroom: Digital storytelling to document student learning on a teacher’s budget. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1703–1707. 1 indexed citations

Reid, Doug, Erin Reid, & Nathaniel Ostashewski. (2013). Combining iPads and slowmation: Developing digital storytellers in an early learning environment. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1539–1543. 2 indexed citations

Ostashewski, Nathaniel, et al.. (2011). The iPad as mobile teaching device: multimedia database access in a classroom context. eSpace (Curtin University). 2011(1). 49–53. 2 indexed citations

Reid, Doug & Nathaniel Ostashewski. (2010). Evolution of online teacher professional development in a social networking site: What’s been working and what’s not. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1117–1122. 2 indexed citations

Ostashewski, Nathaniel & Doug Reid. (2010). Online Teacher Professional Development: Redesign and Delivery of a Technological Pedagogical Courselet within a Social Networking Site. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1111–1116. 3 indexed citations

Ostashewski, Nathaniel & Doug Reid. (2010). iTeach, iDance: Using the iPad in the body-kinesthetic teaching context. 2010(1). 730–732. 2 indexed citations

Herrington, Anthony, Jan Herrington, Garry Hoban, & Doug Reid. (2009). Transfer of Online Professional Learning to Teachers' Classroom Practice.. Murdoch Research Repository (Murdoch University). 20(2). 189–213. 21 indexed citations

Kervin, Lisa, et al.. (2007). iPods and podcasting technologies to support talking and listening experiences of grade 4 students. Research Online (University of Wollongong). 15(3). 57. 5 indexed citations

Reid, Doug & Michelle Knight. (2006). Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies. Educational Researcher. 35(6). 18–23. 127 indexed citations

10.

Reid, Doug, et al.. (2006). We've got the iPods, but where do we start? The story of two grade 4 teachers. Research Online (University of Wollongong). 218. 4 indexed citations

11.

Reid, Doug & Jan W. Valle. (2004). The Discursive Practice of Learning Disability. Journal of Learning Disabilities. 37(6). 466–481. 111 indexed citations

12.

Reid, Doug, et al.. (2000). Language development, differences, and disorders : a perspective for general and special education teachers and classroom-based speech-language pathologists. 4 indexed citations

13.

Reid, Doug. (1998). Scaffolding. Journal of Learning Disabilities. 31(4). 386–396. 19 indexed citations

14.

Reid, Doug, et al.. (1996). Cognitive approaches to learning disabilities. 28 indexed citations

15.

Jackson, Lewis, et al.. (1993). Alternative Dreams: A Response to Felix Billingsley. Research and Practice for Persons with Severe Disabilities. 18(4). 292–295. 5 indexed citations

16.

Reid, Doug, et al.. (1993). Teaching Reading Comprehension to Special Needs Learners. Intervention in School and Clinic. 28(4). 198–215. 1 indexed citations

17.

Reid, Doug, et al.. (1981). A cognitive approach to learning disabilities. Medical Entomology and Zoology. 107 indexed citations

18.

Reid, Doug. (1981). Child Reading. Topics in Language Disorders. 1(2). 61–72. 2 indexed citations

19.

Reid, Doug, et al.. (1980). Thinking about Thinking about it in that Way: Test Data and Instruction. 1(3). 47–57. 7 indexed citations

20.

Kahn, James V. & Doug Reid. (1975). THE SIGNIFICANCE OF STIMULI ON CONSERVATION OF NUMBER WITH EDUCABLE MENTALLY RETARDED CHILDREN. British Journal of Educational Psychology. 45(1). 62–67. 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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