Fiona King

895 total citations
41 papers, 489 citations indexed

About

Fiona King is a scholar working on Education, General Health Professions and Safety Research. According to data from OpenAlex, Fiona King has authored 41 papers receiving a total of 489 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 7 papers in General Health Professions and 4 papers in Safety Research. Recurrent topics in Fiona King's work include Teacher Education and Leadership Studies (23 papers), Collaborative Teaching and Inclusion (12 papers) and Education Systems and Policy (7 papers). Fiona King is often cited by papers focused on Teacher Education and Leadership Studies (23 papers), Collaborative Teaching and Inclusion (12 papers) and Education Systems and Policy (7 papers). Fiona King collaborates with scholars based in Ireland, United Kingdom and United States. Fiona King's co-authors include Howard Stevenson, Philip E. Poekert, Deirdre Torrance, Christine Forde, Dong Nguyen, Margery McMahon, Alma Harris, Jason Margolis, Julia Mahfouz and Fiona Collins and has published in prestigious journals such as SHILAP Revista de lepidopterología, Children and Youth Services Review and Journal of Educational Administration.

In The Last Decade

Fiona King

35 papers receiving 440 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Fiona King Ireland	12	388	75	41	37	37	41	489
Julianne A. Wenner United States	10	552 1.4×	96 1.3×	52 1.3×	69 1.9×	36 1.0×	28	662
Joakim Caspersen Norway	9	300 0.8×	60 0.8×	19 0.5×	39 1.1×	34 0.9×	40	401
Rebecca DuFour	6	448 1.2×	129 1.7×	26 0.6×	36 1.0×	47 1.3×	10	543
Jason Margolis United States	15	675 1.7×	90 1.2×	25 0.6×	82 2.2×	52 1.4×	32	741
Rebecca Buchanan United States	7	336 0.9×	48 0.6×	24 0.6×	90 2.4×	45 1.2×	23	432
Marion Meiers Australia	7	473 1.2×	156 2.1×	32 0.8×	43 1.2×	20 0.5×	41	564
Helma Oolbekkink-Marchand Netherlands	13	443 1.1×	98 1.3×	17 0.4×	74 2.0×	53 1.4×	32	546
Bronwen Maxwell United Kingdom	11	352 0.9×	58 0.8×	19 0.5×	51 1.4×	48 1.3×	36	442
Deborah S. Yost United States	10	540 1.4×	82 1.1×	42 1.0×	66 1.8×	17 0.5×	18	623
Larike H. Bronkhorst Netherlands	12	377 1.0×	119 1.6×	29 0.7×	80 2.2×	83 2.2×	36	500

Countries citing papers authored by Fiona King

Since Specialization

Citations

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

Fields of papers citing papers by Fiona King

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fiona King

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

King, Fiona, et al.. (2025). System leadership: implications and considerations for school leaders. School Leadership and Management. 45(2). 149–152. 2 indexed citations

King, Fiona, et al.. (2025). Beyond the text: a methodological lens for critical reflection on professional learning policy in context. Professional Development in Education. 1–23.

Margolis, Jason, et al.. (2025). Spanners and enhancers: The role of teacher leaders in school evolution. Educational Management Administration & Leadership.

King, Fiona, et al.. (2025). Social justice leadership in Irish schools: conceptualisations, supports and barriers. Irish Educational Studies. 1–21.

King, Fiona, et al.. (2024). Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference. International Journal of Inclusive Education. 29(14). 2529–2548.

King, Fiona, et al.. (2024). Enacting a child safety education programme in special education contexts. Children and Youth Services Review. 163. 107735–107735.

Donlon, Enda & Fiona King. (2024). From Room to Zoom. SHILAP Revista de lepidopterología. 9(1). 55–62.

Torrance, Deirdre, Christine Forde, Fiona King, et al.. (2023). Conducting comparative analyses of social justice leadership: Creating an international research team from diverse country, policy and education system contexts. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 4(1). 113–129. 4 indexed citations

King, Fiona, et al.. (2022). A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education. 28(3). 593–617. 14 indexed citations

10.

King, Fiona, et al.. (2021). Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education. 52(2). 175–193. 17 indexed citations

11.

King, Fiona. (2020). Gems on the Path: The Perspectives and Practices of 12 Educator Proponents of Teaching for Creativity.. Australian journal of music education/Australian journal of music education (Online). 53(2). 27–32. 3 indexed citations

12.

King, Fiona. (2020). Cartooning and Mind Mapping in the Doctoral Journey. 4(2). 1 indexed citations

13.

King, Fiona. (2019). The impact of policy on leadership practice in the Irish educational context; implications for research. Arrow@dit (Dublin Institute of Technology). 5 indexed citations

14.

King, Fiona, et al.. (2019). Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education. 43(1). 38–63. 31 indexed citations

15.

King, Fiona. (2018). Music, mathematics and creative processes: Towards creativity across the curriculum. RMIT Research Repository (RMIT University Library). 1 indexed citations

16.

King, Fiona, et al.. (2016). Teachers’ Knowledge and Practice Relating to the Individual Education Plan and Learning Outcomes for Pupils with Special Educational Needs. 29(2). 78–90. 1 indexed citations

17.

King, Fiona. (2016). Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development. 20(4). 574–594. 59 indexed citations

18.

King, Fiona. (2015). Scotland: Delivering a Right to Housing. eYLS (Yale Law School). 24(1). 155–161. 2 indexed citations

19.

King, Fiona, et al.. (2014). Finding the Openings Amid the Closings: one school's approach to taking ownership of teaching and learning. FORUM. 56(2). 249–249. 1 indexed citations

20.

King, Fiona. (2013). Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education. 40(1). 89–111. 143 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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