Elizabeth Freeman

515 total citations
24 papers, 320 citations indexed

About

Elizabeth Freeman is a scholar working on Education, Clinical Psychology and General Health Professions. According to data from OpenAlex, Elizabeth Freeman has authored 24 papers receiving a total of 320 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 8 papers in Clinical Psychology and 4 papers in General Health Professions. Recurrent topics in Elizabeth Freeman's work include Parental Involvement in Education (5 papers), Early Childhood Education and Development (5 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Elizabeth Freeman is often cited by papers focused on Parental Involvement in Education (5 papers), Early Childhood Education and Development (5 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Elizabeth Freeman collaborates with scholars based in Australia, Germany and Ghana. Elizabeth Freeman's co-authors include Tracey Muir, Janet Dyment, Cathy Stone, Erica Frydenberg, Esther Care, Man Ching Esther Chan, Eleanor H. Wertheim, Terry Bowles, Yin Paradies and Jessica Walton and has published in prestigious journals such as British Educational Research Journal, Public Health Reports and Educational Psychology.

In The Last Decade

Elizabeth Freeman

21 papers receiving 291 citations

Peers

Elizabeth Freeman

EDUCA

SPS

DEP

Sidek Mohd Noah Malaysia

Claisy Maria Marinho-Araújo Brazil

Maureen Drysdale Canada

Fiona Hallett United Kingdom

Hugo González González Spain

Vincenza Benigno Italy

Cathleen L. Smith United States

Jana M. Hanson United States

Ángel de Juanas Oliva Spain

George Koutsouris United Kingdom

Sidek Mohd Noah Malaysia

Elizabeth Freeman

137 ×0.6

EDUCA

91 ×1.2

63 ×1.0

SPS

77 ×1.4

41 ×1.1

DEP

Citations per year, relative to Elizabeth Freeman Elizabeth Freeman (= 1×) peers Sidek Mohd Noah

Countries citing papers authored by Elizabeth Freeman

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth Freeman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Elizabeth Freeman

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

Stone, Cathy, et al.. (2019). Equal or Equitable? The Role of Flexibility Within Online Education. Australian and International Journal of Rural Education. 29(2). 26–40. 44 indexed citations

Bowles, Terry, et al.. (2019). Gender, education and engagement in antisocial and risk-taking behaviours and emotional dysregulation. Issues in educational research. 29(3). 633–648. 5 indexed citations

Bowles, Terry, et al.. (2019). A retrospective examination of antisocial and risk-taking behaviours. Psychiatry Psychology and Law. 26(4). 644–658. 2 indexed citations

Freeman, Elizabeth, et al.. (2019). Students’ Learning Experience Within a Blended Learning Environment in a Higher Education Institution in Ghana. VBN Forskningsportal (Aalborg Universitet). 24–24. 1 indexed citations

Muir, Tracey, et al.. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education. 40(2). 262–277. 101 indexed citations

Freeman, Elizabeth, et al.. (2017). Predicting Entrepreneurial Intentions: Incremental Validity of Proactive Personality and Entrepreneurial Self-Efficacy as a Moderator. Journal of Entrepreneurship Education. 20(1). 29 indexed citations

Cahill, Helen, et al.. (2016). Learning with and from: positioning school students as advisors in pre-service teacher education. Teacher Development. 20(3). 295–312. 2 indexed citations

Walton, Jessica, Yin Paradies, Naomi Priest, Eleanor H. Wertheim, & Elizabeth Freeman. (2014). Fostering intercultural understanding through secondary school experiences of cultural immersion. International Journal of Qualitative Studies in Education. 28(2). 216–237. 13 indexed citations

Freeman, Elizabeth, et al.. (2013). Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict. British Educational Research Journal. 40(5). 847–868. 14 indexed citations

10.

Freeman, Elizabeth, et al.. (2012). Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship. The Australian Educational and Developmental Psychologist. 29(1). 1–16. 5 indexed citations

11.

Wertheim, Eleanor H., et al.. (2012). Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict. Educational Psychology. 33(2). 192–214. 5 indexed citations

12.

Wertheim, Eleanor H., et al.. (2010). Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools. Journal of Peace Education. 7(1). 85–105. 5 indexed citations

13.

Wertheim, Eleanor H., et al.. (2009). New Developments and Lessons Learned From the Enhancing Relationships in School Communities Project. 2 indexed citations

14.

Frydenberg, Erica, Esther Care, Man Ching Esther Chan, & Elizabeth Freeman. (2009). Interrelationships between Coping, School Connectedness and Wellbeing Erica Frydenberg. Australian Journal of Education. 53(3). 261–276. 57 indexed citations

15.

Freeman, Elizabeth, et al.. (2009). Developing a Safe and Respectful Learning Environment with Restorative Practices and Constructive Conflict Resolution. 14(2). 1 indexed citations

16.

Frydenberg, Erica, et al.. (2007). Understanding engagement in the middle years of school: Relationships with coping and wellbeing. Minerva Access (University of Melbourne). 3 indexed citations

17.

Wertheim, Eleanor H., et al.. (2006). Lessons drawn from the 'Enhancing Relationships in School Communities' Project.. 18(2). 4 indexed citations

18.

Freeman, Elizabeth, et al.. (2005). Teaching coping skills: Implications for practice.

19.

Cahill, Helen, et al.. (2004). Translating Caring Into Action: an evaluation of the victorian catholic education student welfare professional development initiative. 3 indexed citations

20.

Freeman, Elizabeth, et al.. (2003). Enhancing Professional Practice: an innovative professional development strategy to support teachers in school-based mental health promotion. Journal of In-service Education. 29(2). 277–294. 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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