Fathi Ihmeideh

1.0k total citations
39 papers, 702 citations indexed

About

Fathi Ihmeideh is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Fathi Ihmeideh has authored 39 papers receiving a total of 702 indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 11 papers in Developmental and Educational Psychology and 9 papers in Information Systems. Recurrent topics in Fathi Ihmeideh's work include Child Development and Digital Technology (18 papers), Parental Involvement in Education (10 papers) and Reading and Literacy Development (10 papers). Fathi Ihmeideh is often cited by papers focused on Child Development and Digital Technology (18 papers), Parental Involvement in Education (10 papers) and Reading and Literacy Development (10 papers). Fathi Ihmeideh collaborates with scholars based in Jordan, Qatar and Oman. Fathi Ihmeideh's co-authors include Aieman Ahmad Al‐Omari, Samer Khasawneh, Ahmad Qablan and Mi‐Na Kim and has published in prestigious journals such as Computers & Education, Australasian Journal of Paramedicine and British Journal of Educational Technology.

In The Last Decade

Fathi Ihmeideh

36 papers receiving 621 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Fathi Ihmeideh Jordan 16 551 197 130 105 104 39 702
Craig E. Shepherd United States 15 568 1.0× 192 1.0× 85 0.7× 138 1.3× 90 0.9× 38 728
Sheng‐Lun Cheng United States 14 446 0.8× 213 1.1× 59 0.5× 110 1.0× 121 1.2× 26 680
Xiang Hu China 11 304 0.6× 109 0.6× 82 0.6× 95 0.9× 104 1.0× 20 560
X. Christine Wang United States 15 528 1.0× 86 0.4× 146 1.1× 193 1.8× 38 0.4× 46 718
Mary Rice United States 16 662 1.2× 237 1.2× 90 0.7× 146 1.4× 19 0.2× 92 931
Irina Verenikina Australia 13 462 0.8× 123 0.6× 138 1.1× 194 1.8× 30 0.3× 52 675
John Franey United Kingdom 5 503 0.9× 154 0.8× 79 0.6× 127 1.2× 30 0.3× 7 683
Eva Van de gaer Belgium 12 343 0.6× 121 0.6× 94 0.7× 42 0.4× 114 1.1× 18 528
Yasemin Demiraslan Çevik Türkiye 9 310 0.6× 76 0.4× 262 2.0× 90 0.9× 56 0.5× 34 584
Marte Blikstad‐Balas Norway 17 552 1.0× 136 0.7× 138 1.1× 235 2.2× 34 0.3× 46 784

Countries citing papers authored by Fathi Ihmeideh

Since Specialization
Citations

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

Fields of papers citing papers by Fathi Ihmeideh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fathi Ihmeideh

This figure shows the co-authorship network connecting the top 25 collaborators of Fathi Ihmeideh. A scholar is included among the top collaborators of Fathi Ihmeideh 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 Fathi Ihmeideh. Fathi Ihmeideh 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.
Ihmeideh, Fathi, et al.. (2022). Kindergarten teachers’ challenges in teaching English as a foreign language to children. International Journal of Early Years Education. 31(3). 722–737. 1 indexed citations
2.
Ihmeideh, Fathi, et al.. (2022). The use of mathematical games in the early childhood settings in Palestine. Education 3-13. 52(8). 1372–1386.
3.
Ihmeideh, Fathi, et al.. (2020). Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs. International Journal of Early Childhood. 52(3). 299–317. 34 indexed citations
4.
Ihmeideh, Fathi, et al.. (2020). The effect of family literacy programs on the development of children’s early literacy in kindergarten settings. Children and Youth Services Review. 118. 105462–105462. 15 indexed citations
5.
Ihmeideh, Fathi, et al.. (2020). Collectivism and individualism: Jordanian mothers’ child-rearing values. International Journal of Early Years Education. 29(2). 199–210. 5 indexed citations
6.
Ihmeideh, Fathi, et al.. (2019). Kindergarten teachers’ knowledge level of developmentally appropriate practice in Jordan. Education 3-13. 48(8). 1000–1011. 3 indexed citations
7.
Ihmeideh, Fathi, et al.. (2018). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years Journal of International Research and Development. 40(2). 188–204. 21 indexed citations
8.
Ihmeideh, Fathi, et al.. (2017). Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices. Journal of Educational and Developmental Psychology. 7(1). 283–283. 2 indexed citations
9.
10.
Ihmeideh, Fathi, et al.. (2016). Evidence-based strategies to support children’s emergent literacy in the Gulf Cooperation Council (GCC) countries. European Journal of Developmental Psychology. 13(5). 545–562. 3 indexed citations
11.
Ihmeideh, Fathi, et al.. (2015). Exploring kindergarten teachers’ views and roles regarding children’s outdoor play environments in Oman. Early Years Journal of International Research and Development. 36(1). 81–96. 21 indexed citations
12.
Ihmeideh, Fathi. (2014). The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers & Education. 79. 40–48. 81 indexed citations
13.
Ihmeideh, Fathi. (2011). STUDENT TEACHERS’ PERCEPTIONS OF USING INFORMATION AND COMMUNICATIONS TECHNOLOGY IN KINDERGARTEN. 4773–4779. 2 indexed citations
14.
Al‐Omari, Aieman Ahmad, et al.. (2011). Assessment of Early Childcare Programs in Jordan. Early Education and Development. 22(1). 128–150. 4 indexed citations
15.
Ihmeideh, Fathi. (2009). The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers' Beliefs and Practices. Journal of Research in Childhood Education. 24(1). 60–79. 45 indexed citations
16.
Ihmeideh, Fathi. (2009). Barriers to the use of technology in Jordanian pre‐school settings. Technology Pedagogy and Education. 18(3). 325–341. 48 indexed citations
17.
Ihmeideh, Fathi, et al.. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning. 22(3). 207–227. 36 indexed citations
18.
Ihmeideh, Fathi, et al.. (2008). Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience. European Journal of Teacher Education. 31(4). 403–417. 11 indexed citations
19.
Ihmeideh, Fathi, et al.. (2008). The characteristics of the role of early childhood education mentors in Jordan. Research in Post-Compulsory Education. 13(1). 19–38. 2 indexed citations
20.
Ihmeideh, Fathi, et al.. (2008). The New Workforce Generation: Understanding the Problems Facing Parental Involvement in Jordanian Kindergartens. Contemporary Issues in Early Childhood. 9(2). 161–172. 10 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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