Fiona Maine

764 total citations · 1 hit paper
24 papers, 468 citations indexed

About

Fiona Maine is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Fiona Maine has authored 24 papers receiving a total of 468 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 10 papers in Developmental and Educational Psychology and 8 papers in Literature and Literary Theory. Recurrent topics in Fiona Maine's work include Literacy, Media, and Education (7 papers), EFL/ESL Teaching and Learning (7 papers) and Reading and Literacy Development (7 papers). Fiona Maine is often cited by papers focused on Literacy, Media, and Education (7 papers), EFL/ESL Teaching and Learning (7 papers) and Reading and Literacy Development (7 papers). Fiona Maine collaborates with scholars based in United Kingdom, Mexico and Cyprus. Fiona Maine's co-authors include Sylvia Rojas‐Drummond, María José Barrera, Sara Hennessy, Rocío García-Carrión, Rupert Higham, Victoria Cook, Tuuli Lähdesmäki, Riikka Hofmann, Maria Vrikki and Maricela Vélez and has published in prestigious journals such as International Journal of Educational Research, Theory Into Practice and Cambridge Journal of Education.

In The Last Decade

Fiona Maine

22 papers receiving 444 citations

Hit Papers

Developing a coding scheme for analysing classroom dialog... 2016 2026 2019 2022 2016 50 100 150 200
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Developing a coding scheme for analysing classroom dialogue across educational contexts
    2016 219 citations Sara Hennessy, Sylvia Rojas‐Drummond et al. Learning Culture and Social Interaction profile →

Peers

Fiona Maine
Maeghan N. Hennessey United States
Alejandra Meneses Chile
Dana L. Grisham United States
Cynthia B. Leung United States
Manzoorul Abedin United Kingdom
Terrell A. Young United States
Weimin Toh Singapore
Joshua F. Lawrence United States
Wanda B. Hedrick United States
Rob Waring Indonesia
Maeghan N. Hennessey United States
Fiona Maine
Citations per year, relative to Fiona Maine Fiona Maine (= 1×) peers Maeghan N. Hennessey

Countries citing papers authored by Fiona Maine

Since Specialization
Citations

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

Fields of papers citing papers by Fiona Maine

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fiona Maine

This figure shows the co-authorship network connecting the top 25 collaborators of Fiona Maine. A scholar is included among the top collaborators of Fiona Maine 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 Maine. Fiona Maine 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.
Maine, Fiona. (2025). Building the Foundations of Dialogic Pedagogy with Five- and Six-Year-Olds. Education Sciences. 15(2). 251–251. 1 indexed citations
2.
Maine, Fiona. (2024). The role of provisional language in dialogic space. Theory Into Practice. 63(2). 133–144. 1 indexed citations
3.
Maine, Fiona. (2024). The role of oral language in the dialogic primary classroom. Education 3-13. 52(7). 916–929.
4.
Maine, Fiona, et al.. (2022). Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms. Language and Education. 37(4). 428–443. 8 indexed citations
5.
Cook, Victoria, et al.. (2022). Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk. London Review of Education. 20(1). 2 indexed citations
6.
Maine, Fiona & Maria Vrikki. (2021). Dialogue for Intercultural Understanding. OAPEN (The OAPEN Foundation). 21 indexed citations
7.
Maine, Fiona, et al.. (2021). Children's exploration of the concepts of home and belonging: Capturing views from five European countries.. International Journal of Educational Research. 110. 101876–101876. 6 indexed citations
8.
Maine, Fiona, et al.. (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning Culture and Social Interaction. 29. 100500–100500. 16 indexed citations
9.
Maine, Fiona, Sylvia Rojas‐Drummond, Riikka Hofmann, & María José Barrera. (2020). Symmetries and asymmetries in children’s peer-group reading discussions. The Australian Journal of Language and Literacy. 43(1). 17–32. 5 indexed citations
10.
Maine, Fiona, Victoria Cook, & Tuuli Lähdesmäki. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education. 17(3). 42 indexed citations
11.
Lähdesmäki, Tuuli, et al.. (2019). Cultural Analysis Framework. Jyväskylä University Digital Archive (University of Jyväskylä). 2 indexed citations
12.
13.
14.
Hennessy, Sara, Sylvia Rojas‐Drummond, Rupert Higham, et al.. (2016). Developing a coding scheme for analysing classroom dialogue across educational contexts. Learning Culture and Social Interaction. 9. 16–44. 219 indexed citations breakdown →
15.
Rojas‐Drummond, Sylvia, et al.. (2016). Dialogic literacy: Talking, reading and writing among primary school children. Learning Culture and Social Interaction. 12. 45–62. 31 indexed citations
16.
Maine, Fiona. (2015). Dialogic Readers. 22 indexed citations
17.
Maine, Fiona. (2015). Dialogic Readers: Children talking and thinking together about visual texts. 13 indexed citations
18.
Maine, Fiona & Riikka Hofmann. (2015). Talking for meaning: The dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research. 75. 45–56. 16 indexed citations
19.
20.
Maine, Fiona. (2012). ‘I wonder if they are going up or down’: children's co-constructive talk across the primary years. Education 3-13. 42(3). 298–312. 4 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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