Fran Riga

557 total citations
18 papers, 326 citations indexed

About

Fran Riga is a scholar working on Education, Developmental and Educational Psychology and History and Philosophy of Science. According to data from OpenAlex, Fran Riga has authored 18 papers receiving a total of 326 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in History and Philosophy of Science. Recurrent topics in Fran Riga's work include Education and Critical Thinking Development (8 papers), Science Education and Pedagogy (8 papers) and Educational Strategies and Epistemologies (5 papers). Fran Riga is often cited by papers focused on Education and Critical Thinking Development (8 papers), Science Education and Pedagogy (8 papers) and Educational Strategies and Epistemologies (5 papers). Fran Riga collaborates with scholars based in United Kingdom and Chile. Fran Riga's co-authors include Keith S. Taber, Berry Billingsley, Sue Brindley, Neil Mercer, John Finney, Mark Winterbottom, Linda Fisher, Tim Cain, Gary Jones and Riikka Hofmann and has published in prestigious journals such as Science Education, International Journal of Science Education and British Educational Research Journal.

In The Last Decade

Fran Riga

16 papers receiving 298 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Fran Riga United Kingdom	11	279	104	73	50	36	18	326
Claudia Vergara Chile	11	272 1.0×	122 1.2×	59 0.8×	30 0.6×	3 0.1×	31	360
Gülfidan Can Türkiye	7	216 0.8×	72 0.7×	6 0.1×	49 1.0×	26 0.7×	11	328
Jane Stephens United States	11	112 0.4×	36 0.3×	21 0.3×	17 0.3×	14 0.4×	21	251
Hanna J. Arzi Israel	7	214 0.8×	105 1.0×	3 0.0×	29 0.6×	8 0.2×	13	281
John Tillotson United States	9	145 0.5×	56 0.5×	12 0.2×	21 0.4×	2 0.1×	22	215
Philip E. Poekert United States	9	294 1.1×	64 0.6×		36 0.7×	30 0.8×	17	351
Javad Gholami Iran	10	106 0.4×	117 1.1×	13 0.2×	7 0.1×	3 0.1×	66	310
Michael Bowman United States	6	202 0.7×	10 0.1×	12 0.2×	64 1.3×	5 0.1×	10	265
Yeung Chung Lee Hong Kong	10	224 0.8×	133 1.3×	4 0.1×	48 1.0×	4 0.1×	23	311
Heather J. Hough United States	8	258 0.9×	28 0.3×		21 0.4×	32 0.9×	17	289

Countries citing papers authored by Fran Riga

Since Specialization

Citations

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

Fields of papers citing papers by Fran Riga

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fran Riga

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

All Works

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18 of 18 papers shown

Billingsley, Berry, Fran Riga, Agnieszka J. Gordon, & Mark Windsor. (2023). Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them. Teacher Development. 28(2). 195–214.

Taber, Keith S., Berry Billingsley, & Fran Riga. (2021). Secondary students’ values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences. 1(5). 104–104.

Taber, Keith S., Berry Billingsley, & Fran Riga. (2020). Student perceptions of the knowledge generated in some scientific fields. Apollo (University of Cambridge). 102(378). 65–70. 1 indexed citations

Cain, Tim, Sue Brindley, Chris Brown, Gary Jones, & Fran Riga. (2019). Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching. British Educational Research Journal. 45(5). 1072–1087. 47 indexed citations

Vrikki, Maria, Sue Brindley, Manzoorul Abedin, & Fran Riga. (2019). Exploring dialogic space: a case study of a religious education classroom. Language and Education. 33(5). 469–485. 8 indexed citations

Taber, Keith S., et al.. (2016). Developing teaching with an explicit focus on scientific thinking. Apollo (University of Cambridge). 97(361). 75–85. 6 indexed citations

Ruthven, Kenneth, Neil Mercer, Keith S. Taber, et al.. (2016). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of theepiSTEMeintervention. Research Papers in Education. 32(1). 18–40. 31 indexed citations

Billingsley, Berry, Richard Brock, Keith S. Taber, & Fran Riga. (2016). How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe. Science Education. 100(3). 459–482. 29 indexed citations

Taber, Keith S., et al.. (2015). English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’. The Curriculum Journal. 26(3). 370–403. 5 indexed citations

10.

Billingsley, Berry, et al.. (2014). Secondary school teachers’ perspectives on teaching about topics that bridge science and religion. The Curriculum Journal. 25(3). 372–395. 18 indexed citations

11.

Howe, Christine, et al.. (2014). Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education. 37(1). 162–184. 22 indexed citations

12.

Billingsley, Berry, et al.. (2012). Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry. Research in Science Education. 43(4). 1715–1732. 44 indexed citations

13.

Taber, Keith S., et al.. (2011). To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. CentAUR (University of Reading). 22(2). 99–118. 20 indexed citations

14.

Taber, Keith S., Fran Riga, Sue Brindley, et al.. (2011). Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development. 15(2). 171–186. 13 indexed citations

15.

Taber, Keith S., et al.. (2011). Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study. Science Education. 95(6). 1000–1025. 38 indexed citations

16.

Brindley, Sue & Fran Riga. (2009). Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English in Education. 43(1). 68–85. 2 indexed citations

17.

Winterbottom, Mark, Keith S. Taber, Sue Brindley, et al.. (2008). Understanding differences in trainee teachers' values and practice in relation to assessment. Teacher Development. 12(1). 15–35. 13 indexed citations

18.

Winterbottom, Mark, Sue Brindley, Keith S. Taber, et al.. (2008). Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal. 19(3). 193–213. 29 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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