Franziska Egert

763 total citations · 1 hit paper
24 papers, 464 citations indexed

About

Franziska Egert is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Franziska Egert has authored 24 papers receiving a total of 464 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 10 papers in Developmental and Educational Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Franziska Egert's work include Early Childhood Education and Development (12 papers), Child Development and Digital Technology (9 papers) and Educational and Psychological Assessments (6 papers). Franziska Egert is often cited by papers focused on Early Childhood Education and Development (12 papers), Child Development and Digital Technology (9 papers) and Educational and Psychological Assessments (6 papers). Franziska Egert collaborates with scholars based in Germany and Netherlands. Franziska Egert's co-authors include Ruben Fukkink, Andrea G. Eckhardt, A. W. Cordes, Miriam Vock and Steffi Sachse and has published in prestigious journals such as Review of Educational Research, Teaching and Teacher Education and Children and Youth Services Review.

In The Last Decade

Franziska Egert

19 papers receiving 433 citations

Hit Papers

Impact of In-Service Professional Development Programs fo... 2018 2026 2020 2023 2018 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. Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis
    2018 243 citations Franziska Egert, Ruben Fukkink et al. Review of Educational Research profile →

Peers

Franziska Egert
Andrea G. Eckhardt Germany
Maria Mroz United Kingdom
Pui Wah Doris 鄭佩華 Cheng Hong Kong
Roman Švaříček Czechia
Julie Nicholson United States
Mary Burkhauser United States
Tuija Turunen Finland
Jerry Aldridge United States
Sue Lyle United Kingdom
Anne Petriwskyj Australia
Andrea G. Eckhardt Germany
Franziska Egert
Citations per year, relative to Franziska Egert Franziska Egert (= 1×) peers Andrea G. Eckhardt

Countries citing papers authored by Franziska Egert

Since Specialization
Citations

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

Fields of papers citing papers by Franziska Egert

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Franziska Egert

This figure shows the co-authorship network connecting the top 25 collaborators of Franziska Egert. A scholar is included among the top collaborators of Franziska Egert 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 Franziska Egert. Franziska Egert 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.
Fukkink, Ruben & Franziska Egert. (2024). Learning experiences from ECEC professionals during an international field visit: The Berlin, The Hague, and Schiedam Study. Contemporary Issues in Early Childhood. 27(1). 113–129.
2.
Cordes, A. W., et al.. (2023). Fostering Child Language with Short-Term Digital Storybook Interventions. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 55(4). 155–168. 2 indexed citations
3.
Egert, Franziska, et al.. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review. 37. 100472–100472. 19 indexed citations
4.
Egert, Franziska & Andrea G. Eckhardt. (2022). Systematischer Review zur Qualität der Kindertagespflege. Frühe Bildung. 11(1). 12–19.
5.
Egert, Franziska, et al.. (2022). 3 in 1: Förderung von Sprache, Vorläuferfähigkeiten und frühem Lesen. Kindheit und Entwicklung. 31(1). 60–70. 3 indexed citations
6.
7.
Cordes, A. W., et al.. (2020). Apps für Kindergartenkinder: Lernen oder Aufmerksamkeitsraub? – Anforderungen an Lernapps aus kognitionspsychologischer Perspektive. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research. 15(3-2020). 243–258. 4 indexed citations
8.
Eckhardt, Andrea G. & Franziska Egert. (2020). Predictors for the quality of family child care: A meta-analysis. Children and Youth Services Review. 116. 105205–105205. 15 indexed citations
9.
Egert, Franziska, et al.. (2019). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review. 29. 100309–100309. 65 indexed citations
10.
Egert, Franziska, et al.. (2019). Wirksamkeit von Weiterbildungen für pädagogische Fachkräfte – ein schwieriges Unterfangen?. 73. Jahrgang / 2019(2). 139–154. 4 indexed citations
11.
12.
Egert, Franziska, et al.. (2019). Wirksamkeit von Weiterbildungen für pädagogische Fachkräfte – ein schwieriges Unterfangen?. 73. Jahrgang / 2019(2). 139–154. 1 indexed citations
13.
14.
Egert, Franziska, Ruben Fukkink, & Andrea G. Eckhardt. (2018). Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis. Review of Educational Research. 88(3). 401–433. 243 indexed citations breakdown →
15.
Eckhardt, Andrea G. & Franziska Egert. (2018). Process quality for children under three years in early child care and family child care in Germany. Early Years Journal of International Research and Development. 40(3). 287–305. 17 indexed citations
16.
Egert, Franziska, et al.. (2018). Kindliche Initiative als Qualitätsindikator bei sprachlichen Bildungsaktivitäten. Ergebnisse einer empirischen Untersuchung. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research. 13(4-2018). 489–494. 2 indexed citations
17.
Eckhardt, Andrea G. & Franziska Egert. (2017). Prozess- und Interaktionsqualität in Kindertageseinrichtungen in Ost- und Westdeutschland. Eine explorative Studie. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research. 12(3). 361–366. 4 indexed citations
18.
Egert, Franziska, et al.. (2017). Wirksamkeit eines additiven Sprachförderkonzepts für mehrsprachige Kinder. Frühe Bildung. 6(2). 74–82. 5 indexed citations
19.
Egert, Franziska, et al.. (2016). Zur Wirksamkeit von Sprachförderung in Kindertageseinrichtungen in Deutschland. Kindheit und Entwicklung. 25(3). 153–163. 24 indexed citations
20.
Eckhardt, Andrea G. & Franziska Egert. (2014). Gesundheit und Alltagsfertigkeiten im frühen Kindesalter. Frühe Bildung. 3(2). 82–92. 1 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

Breakdown of academic impact, for papers by Andrea G. Eckhardt Breakdown of academic impact, for papers by Maria Mroz Breakdown of academic impact, for papers by Pui Wah Doris 鄭佩華 Cheng Breakdown of academic impact, for papers by Roman Švaříček Breakdown of academic impact, for papers by Julie Nicholson Breakdown of academic impact, for papers by Mary Burkhauser Breakdown of academic impact, for papers by Tuija Turunen Breakdown of academic impact, for papers by Jerry Aldridge Breakdown of academic impact, for papers by Sue Lyle Breakdown of academic impact, for papers by Anne Petriwskyj
Rankless by CCL
2026