Eva Hjörne

651 total citations
27 papers, 402 citations indexed

About

Eva Hjörne is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Eva Hjörne has authored 27 papers receiving a total of 402 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Clinical Psychology. Recurrent topics in Eva Hjörne's work include Early Childhood Education and Development (12 papers), Educational and Psychological Assessments (9 papers) and Social and Educational Sciences (6 papers). Eva Hjörne is often cited by papers focused on Early Childhood Education and Development (12 papers), Educational and Psychological Assessments (9 papers) and Social and Educational Sciences (6 papers). Eva Hjörne collaborates with scholars based in Sweden, Denmark and United Kingdom. Eva Hjörne's co-authors include Roger Säljö, Kirsi Juhila, Carolus van Nijnatten, Ann‐Carita Evaldsson, Hanne Marie Høybråten Sigstad, Sheila Riddell, Martin Mills, Magnus Karlsson, Rosemary Holt and Sally Tomlinson and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Educational Research and Molecular Autism.

In The Last Decade

Eva Hjörne

24 papers receiving 348 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eva Hjörne Sweden 11 226 89 83 69 64 27 402
Nick Hodge United Kingdom 11 153 0.7× 27 0.3× 147 1.8× 33 0.5× 137 2.1× 23 414
Matthew Hartley Australia 7 287 1.3× 11 0.1× 80 1.0× 35 0.5× 69 1.1× 8 417
Marianne Fenech Australia 16 630 2.8× 94 1.1× 108 1.3× 34 0.5× 257 4.0× 46 732
Felicity Fletcher‐Campbell United Kingdom 12 221 1.0× 114 1.3× 111 1.3× 29 0.4× 61 1.0× 37 357
Tiina Itkonen United States 12 221 1.0× 165 1.9× 136 1.6× 12 0.2× 66 1.0× 23 430
Lena W. Carawan United States 9 102 0.5× 91 1.0× 68 0.8× 35 0.5× 73 1.1× 17 282
Gale Macleod United Kingdom 13 278 1.2× 58 0.7× 82 1.0× 37 0.5× 116 1.8× 43 393
Edward Sellman United Kingdom 11 202 0.9× 67 0.8× 148 1.8× 22 0.3× 79 1.2× 31 359
Misa Kayama United States 12 169 0.7× 43 0.5× 164 2.0× 35 0.5× 133 2.1× 32 333
Fiona Aldridge Australia 9 162 0.7× 41 0.5× 167 2.0× 29 0.4× 54 0.8× 20 406

Countries citing papers authored by Eva Hjörne

Since Specialization
Citations

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

Fields of papers citing papers by Eva Hjörne

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Eva Hjörne

This figure shows the co-authorship network connecting the top 25 collaborators of Eva Hjörne. A scholar is included among the top collaborators of Eva Hjörne 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 Eva Hjörne. Eva Hjörne 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.
2.
Sigstad, Hanne Marie Høybråten, et al.. (2022). From the idea of inclusion into practice in the Nordic countries: a qualitative literature review. European Journal of Special Needs Education. 38(1). 79–94. 24 indexed citations
3.
Kessel, Robin van, Sebastian Walsh, Amber Ruigrok, et al.. (2019). Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden. Molecular Autism. 10(1). 44–44. 15 indexed citations
4.
Hjörne, Eva & Roger Säljö. (2019). Teaching and learning in the special education setting: agency of the diagnosed child. Emotional and Behavioural Difficulties. 24(3). 224–238. 7 indexed citations
5.
Hjörne, Eva, et al.. (2019). ‘The ADHD diagnosis has been thrown out’: exploring the Dilemmas of diagnosing children in a school for all. International Journal of Inclusive Education. 25(6). 671–685. 5 indexed citations
6.
Hjörne, Eva & Roger Säljö. (2019). Diagnoses and their instructional implications-children’s agency and participation in school activities. Emotional and Behavioural Difficulties. 24(3). 219–223. 5 indexed citations
7.
Hjörne, Eva, et al.. (2017). Diagnosing ADHD in Danish primary school children: a case study of the institutional categorization of emotional and behavioural difficulties. Emotional and Behavioural Difficulties. 23(2). 127–140. 8 indexed citations
8.
Hjörne, Eva, et al.. (2016). Friskolan som en frizon för elever i behov av särskilt stöd? Inkludering, olikhet och specialpedagogik för alla. Bulletin Monumental. 20. 273–292. 2 indexed citations
9.
Riddell, Sheila, Elisabet Weedon, Scot Danforth, et al.. (2016). Special education and globalisation: Continuities and contrasts across the developed and developing world. Discourse Studies in the Cultural Politics of Education. 37(4). 489–495. 4 indexed citations
10.
Hjörne, Eva. (2015). The narrative of special education in Sweden: History and trends in policy and practice. Discourse Studies in the Cultural Politics of Education. 37(4). 540–552. 21 indexed citations
11.
Hjörne, Eva & Ann‐Carita Evaldsson. (2014). Reconstituting the ADHD girl: accomplishing exclusion and solidifying a biomedical identity in an ADHD class. International Journal of Inclusive Education. 19(6). 626–644. 17 indexed citations
12.
Hjörne, Eva & Roger Säljö. (2014). Defining student diversity: categorizing and processes of marginalization in Swedish schools. Emotional and Behavioural Difficulties. 19(3). 251–265. 6 indexed citations
13.
Mills, Martin, Sheila Riddell, & Eva Hjörne. (2014). After exclusion what?. International Journal of Inclusive Education. 19(6). 561–567. 9 indexed citations
14.
Hjörne, Eva & Roger Säljö. (2014). The practices of dealing with children in need of special support: a Nordic perspective. Emotional and Behavioural Difficulties. 19(3). 246–250. 2 indexed citations
15.
Hjörne, Eva & Roger Säljö. (2013). Analysing and preventing school failure: Exploring the role of multi-professionality in pupil health team meetings. International Journal of Educational Research. 63. 5–14. 32 indexed citations
16.
Hjörne, Eva & Roger Säljö. (2013). Representing diversity in education: Student identities in contexts of learning and instruction. International Journal of Educational Research. 63. 1–4. 14 indexed citations
17.
Hjörne, Eva, Pernilla Larsson, & Roger Säljö. (2009). From instructing pupils to coaching children: pupil health and the broadening of responsibilities for the teacher profession. 2 indexed citations
18.
Hjörne, Eva. (2005). Negotiating the ‘Problem-child’ in School. Qualitative Social Work. 4(4). 489–507. 19 indexed citations
19.
Hjörne, Eva & Roger Säljö. (2004). The pupil welfare team as a discourse community: Accounting for school problems. Linguistics and Education. 15(4). 321–338. 26 indexed citations
20.
Hjörne, Eva. (2004). Excluding for inclusion? : negotiating school careers and identities in pupil welfare settings in the Swedish school. Gothenburg University Publications Electronic Archive (Gothenburg University). 44 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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