Eila Estola

986 total citations
33 papers, 631 citations indexed

About

Eila Estola is a scholar working on Education, Sociology and Political Science and Literature and Literary Theory. According to data from OpenAlex, Eila Estola has authored 33 papers receiving a total of 631 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 15 papers in Sociology and Political Science and 4 papers in Literature and Literary Theory. Recurrent topics in Eila Estola's work include Teacher Education and Leadership Studies (15 papers), Educator Training and Historical Pedagogy (10 papers) and Early Childhood Education and Development (10 papers). Eila Estola is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Educator Training and Historical Pedagogy (10 papers) and Early Childhood Education and Development (10 papers). Eila Estola collaborates with scholars based in Finland, Belgium and Japan. Eila Estola's co-authors include Minna Uitto, Katri Jokikokko, Leena Syrjälä, Anna‐Maija Puroila, Freema Elbaz‐Luwisch, Geert Kelchtermans, Virpi Timonen, Stig Broström, Mikael Leiman and Eva Johansson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and British Educational Research Journal.

In The Last Decade

Eila Estola

31 papers receiving 575 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Eila Estola Finland	14	485	178	171	60	50	33	631
Minna Uitto Finland	14	395 0.8×	159 0.9×	112 0.7×	73 1.2×	36 0.7×	33	529
Julian Kitchen Canada	14	482 1.0×	117 0.7×	138 0.8×	63 1.1×	28 0.6×	59	622
Pam Steeves Canada	10	452 0.9×	65 0.4×	171 1.0×	43 0.7×	52 1.0×	13	616
Lisa S. Goldstein United States	13	765 1.6×	108 0.6×	195 1.1×	110 1.8×	83 1.7×	29	905
Katri Jokikokko Finland	11	350 0.7×	121 0.7×	84 0.5×	47 0.8×	35 0.7×	20	480
Beverly S. Faircloth United States	10	607 1.3×	124 0.7×	199 1.2×	106 1.8×	150 3.0×	15	813
Doug Hamman United States	13	585 1.2×	193 1.1×	90 0.5×	86 1.4×	67 1.3×	25	772
Chezare A. Warren United States	15	609 1.3×	86 0.5×	380 2.2×	46 0.8×	35 0.7×	29	747
Ietje Veldman Netherlands	11	463 1.0×	176 1.0×	70 0.4×	72 1.2×	65 1.3×	14	612
Jennifer A. Vadeboncoeur Canada	14	395 0.8×	44 0.2×	150 0.9×	70 1.2×	63 1.3×	55	565

Countries citing papers authored by Eila Estola

Since Specialization

Citations

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

Fields of papers citing papers by Eila Estola

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Eila Estola

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

Estola, Eila, et al.. (2021). Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’. Teachers and Teaching. 27(5). 423–437. 7 indexed citations

Uitto, Minna, et al.. (2021). Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings. European Journal of Teacher Education. 46(1). 35–49.

Estola, Eila, et al.. (2017). Patjakasan kutsu:yhteen tulemisia ja erilleen vetäytymisiä päiväkodissa. SHILAP Revista de lepidopterología. 2 indexed citations

Timonen, Virpi, et al.. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal. 43(3). 486–504. 15 indexed citations

Uitto, Minna, et al.. (2017). You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers. Pedagogy Culture and Society. 26(3). 417–433. 3 indexed citations

Jokikokko, Katri, et al.. (2016). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research. 81. 61–70. 29 indexed citations

Puroila, Anna‐Maija, Eva Johansson, Eila Estola, et al.. (2016). Interpreting Values in the Daily Practices of Nordic Preschools: A Cross-Cultural Analysis. International Journal of Early Childhood. 48(2). 141–159. 19 indexed citations

Uitto, Minna, Katri Jokikokko, & Eila Estola. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014. Teaching and Teacher Education. 50. 124–135. 166 indexed citations

Uitto, Minna, et al.. (2014). Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher's Identity as Part of the Micropolitical Context of School. Scandinavian Journal of Educational Research. 59(2). 162–176. 37 indexed citations

10.

Puroila, Anna‐Maija, Eila Estola, & Leena Syrjälä. (2012). Having, loving, and being: children's narrated well-being in Finnish day care centres. Early Child Development and Care. 182(3-4). 345–362. 35 indexed citations

11.

Estola, Eila, et al.. (2012). Issues of responsibility when conducting research in a northern rural school. International Journal of Qualitative Studies in Education. 26(8). 1062–1078. 4 indexed citations

12.

Uitto, Minna, et al.. (2011). Ohjattu vertaisryhmä haavoittuvuudesta kertomisen paikkana.. Doria (University of Helsinki). 1 indexed citations

13.

Puroila, Anna‐Maija, Eila Estola, & Leena Syrjälä. (2011). Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context. Early Child Development and Care. 182(2). 191–206. 30 indexed citations

14.

Uitto, Minna & Eila Estola. (2009). Gender and emotions in relationships: a group of teachers recalling their own teachers. Gender and Education. 21(5). 517–530. 15 indexed citations

15.

Estola, Eila, et al.. (2007). The Gift Paradigm in Early Childhood Education. Educational Philosophy and Theory. 39(3). 246–263. 6 indexed citations

16.

Estola, Eila. (2003). Hope as Work--Student Teachers Constructing Their Narrative Identities. Scandinavian Journal of Educational Research. 47(2). 181–203. 38 indexed citations

17.

Estola, Eila, et al.. (2003). A Moral Voice of Vocation in Teachers' Narratives. Teachers and Teaching. 9(3). 239–256. 49 indexed citations

18.

Estola, Eila & Freema Elbaz‐Luwisch. (2003). Teaching bodies at work. Journal of Curriculum Studies. 35(6). 697–719. 64 indexed citations

19.

Estola, Eila & Leena Syrjälä. (2001). Whose Reform: Teachers' Voices from Silence.. 2 indexed citations

20.

Syrjälä, Leena & Eila Estola. (2000). Telling and retelling stories as a way to construct teachers' identities and to understand teaching. 7 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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