Fiona Patrick

676 total citations
18 papers, 346 citations indexed

About

Fiona Patrick is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Fiona Patrick has authored 18 papers receiving a total of 346 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 3 papers in Developmental and Educational Psychology and 2 papers in Human Factors and Ergonomics. Recurrent topics in Fiona Patrick's work include Teacher Education and Leadership Studies (5 papers), Collaborative Teaching and Inclusion (4 papers) and Education Systems and Policy (3 papers). Fiona Patrick is often cited by papers focused on Teacher Education and Leadership Studies (5 papers), Collaborative Teaching and Inclusion (4 papers) and Education Systems and Policy (3 papers). Fiona Patrick collaborates with scholars based in United Kingdom, Germany and United States. Fiona Patrick's co-authors include Alastair McPhee, Christine Forde, Moira Hulme, Dely Lazarte Elliot, Margery McMahon, George Burns, Ian Menter, Ashley T. Townsend, Kay Livingston and Allen P. Britton and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Education for Teaching International Research and Pedagogy and Targeted Oncology.

In The Last Decade

Fiona Patrick

18 papers receiving 315 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Fiona Patrick United Kingdom	10	268	65	48	32	30	18	346
Eli Ottesen Norway	10	287 1.1×	70 1.1×	22 0.5×	56 1.8×	72 2.4×	23	348
Joan Whitehead United Kingdom	8	403 1.5×	110 1.7×	83 1.7×	67 2.1×	47 1.6×	16	460
Alex Moore	7	212 0.8×	64 1.0×	43 0.9×	14 0.4×	29 1.0×	13	255
VJ Furlong India	8	270 1.0×	114 1.8×	27 0.6×	23 0.7×	49 1.6×	15	357
John Smyth Australia	9	276 1.0×	121 1.9×	107 2.2×	30 0.9×	14 0.5×	20	380
Daniel Sundberg Sweden	10	273 1.0×	137 2.1×	170 3.5×	14 0.4×	31 1.0×	49	386
Edward R. Howe Canada	8	306 1.1×	68 1.0×	41 0.9×	12 0.4×	27 0.9×	19	346
Kate Brayko United States	5	383 1.4×	125 1.9×	31 0.6×	48 1.5×	36 1.2×	5	423
Jeremy N. Price United States	10	332 1.2×	100 1.5×	14 0.3×	28 0.9×	46 1.5×	17	388
Christina Elde Mølstad Norway	8	260 1.0×	91 1.4×	81 1.7×	11 0.3×	24 0.8×	11	313

Countries citing papers authored by Fiona Patrick

Since Specialization

Citations

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

Fields of papers citing papers by Fiona Patrick

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fiona Patrick

This figure shows the co-authorship network connecting the top 25 collaborators of Fiona Patrick. A scholar is included among the top collaborators of Fiona Patrick 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 Patrick. Fiona Patrick is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

18 of 18 papers shown

1.

Williams, Steven, Ndaba Mazibuko, Owen O’Daly, et al.. (2023). Comparison of Cerebral Blood Flow in Regions Relevant to Cognition After Enzalutamide, Darolutamide, and Placebo in Healthy Volunteers: A Randomized Crossover Trial. Targeted Oncology. 18(3). 403–413. 9 indexed citations

2.

Love, David W. & Fiona Patrick. (2022). Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science & Technological Education. 42(3). 595–617. 1 indexed citations

3.

Patrick, Fiona, et al.. (2021). Adaptation of Metal Additive Manufacturing Processes for the International Space Station (ISS). 4 indexed citations

4.

Patrick, Fiona, et al.. (2018). Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community. Research in Comparative and International Education. 13(1). 117–134. 7 indexed citations

5.

Williams, John, et al.. (2018). Abridged International Perspectives of Technology Education and Its Connection to STEM Education. International Journal of Education. 10(4). 31–31. 5 indexed citations

6.

Patrick, Fiona & Alastair McPhee. (2014). Evaluating the use of problem-based learning in a new initial teacher education degree. Insight (University of Cumbria). 5 indexed citations

7.

Patrick, Fiona, et al.. (2014). Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all?. Music Education Research. 17(3). 262–277. 10 indexed citations

8.

Patrick, Fiona. (2013). Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education. SHILAP Revista de lepidopterología. 2013. 1–8. 60 indexed citations

9.

Patrick, Fiona, et al.. (2011). Addressing the skills gap in Saudi Arabia: does vocational education address the needs of private sector employers?. Journal of Vocational Education and Training. 63(4). 551–561. 26 indexed citations

10.

Patrick, Fiona, et al.. (2011). The Role of Perceived Self-Efficacy in the Development of Musical Ability: What Can the Study of Successful Musicians Tell Us about Teaching Music to Able Children?. Citizenship Social and Economics Education. 10(1). 46–55. 3 indexed citations

11.

Menter, Ian, Moira Hulme, Dely Lazarte Elliot, et al.. (2010). Literature Review on Teacher Education in the 21st Century. eCite Digital Repository (University of Tasmania). 64 indexed citations

12.

Patrick, Fiona, Dely Lazarte Elliot, Moira Hulme, & Alastair McPhee. (2010). The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching International Research and Pedagogy. 36(3). 277–289. 40 indexed citations

13.

McPhee, Alastair & Fiona Patrick. (2009). ‘The pupils will suffer if we don't work’: teacher professionalism and reactions to policy change in Scotland. Scottish Educational Review. 41(1). 86–96. 4 indexed citations

14.

Hulme, Moira, Dely Lazarte Elliot, Alastair McPhee, & Fiona Patrick. (2008). Professional Culture Among New Entrants to the Teaching Profession. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 5 indexed citations

15.

Menter, Ian, Margery McMahon, Christine Forde, et al.. (2006). Teacher Working Time Research: Final Report to the Scottish Negotiating Committee for Teachers. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 11 indexed citations

16.

Forde, Christine, Margery McMahon, Alastair McPhee, & Fiona Patrick. (2006). Professional Development, Reflection and Enquiry. 42 indexed citations

17.

Patrick, Fiona, Christine Forde, & Alastair McPhee. (2003). challenging the ‘new professionalism’: from managerialism to pedagogy?. Journal of In-service Education. 29(2). 237–254. 29 indexed citations

18.

Patrick, Fiona, Christine Forde, & Alastair McPhee. (2003). challenging the ‘new professionalism’: from managerialism to pedagogy?. Journal of In-service Education. 29(2). 237–254. 21 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.

Explore authors with similar magnitude of impact