Geraldine O’Neill

694 total citations
27 papers, 405 citations indexed

About

Geraldine O’Neill is a scholar working on Education, Public Health, Environmental and Occupational Health and Occupational Therapy. According to data from OpenAlex, Geraldine O’Neill has authored 27 papers receiving a total of 405 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 5 papers in Public Health, Environmental and Occupational Health and 3 papers in Occupational Therapy. Recurrent topics in Geraldine O’Neill's work include Reflective Practices in Education (10 papers), Evaluation of Teaching Practices (9 papers) and Higher Education Learning Practices (8 papers). Geraldine O’Neill is often cited by papers focused on Reflective Practices in Education (10 papers), Evaluation of Teaching Practices (9 papers) and Higher Education Learning Practices (8 papers). Geraldine O’Neill collaborates with scholars based in Ireland, United States and Australia. Geraldine O’Neill's co-authors include Terry Barrett, Tim McMahon, Roisin Donnelly, Marian Fitzmaurice, Jessica Whelan, Patricia Kieran, Tara Cusack, Gráinne O’Donoghue, Woei Hung and Catherine Doody and has published in prestigious journals such as Teaching in Higher Education, Innovations in Education and Teaching International and Journal of Helminthology.

In The Last Decade

Geraldine O’Neill

26 papers receiving 352 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Geraldine O’Neill Ireland 12 279 44 42 26 23 27 405
Denis Bédard Canada 10 189 0.7× 60 1.4× 62 1.5× 38 1.5× 55 2.4× 42 372
Susan Wilcox Canada 11 217 0.8× 32 0.7× 26 0.6× 9 0.3× 54 2.3× 20 340
Kate Morss United Kingdom 9 306 1.1× 120 2.7× 78 1.9× 13 0.5× 39 1.7× 15 428
John W. Schell United States 8 110 0.4× 37 0.8× 36 0.9× 13 0.5× 61 2.7× 18 301
Alistair Inglis Australia 10 211 0.8× 39 0.9× 25 0.6× 12 0.5× 48 2.1× 24 399
Julia Arnold Germany 7 165 0.6× 16 0.4× 30 0.7× 9 0.3× 90 3.9× 17 272
Donna M. Qualters United States 11 252 0.9× 168 3.8× 72 1.7× 33 1.3× 26 1.1× 28 420
Megan Yih Chyn A. Kek Australia 11 429 1.5× 48 1.1× 26 0.6× 47 1.8× 78 3.4× 29 530
Tai Peseta Australia 14 367 1.3× 82 1.9× 91 2.2× 5 0.2× 19 0.8× 40 499
Paul Gathercoal United States 6 173 0.6× 17 0.4× 12 0.3× 11 0.4× 31 1.3× 19 246

Countries citing papers authored by Geraldine O’Neill

Since Specialization
Citations

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

Fields of papers citing papers by Geraldine O’Neill

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Geraldine O’Neill. 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 Geraldine O’Neill. The network helps show where Geraldine O’Neill may publish in the future.

Co-authorship network of co-authors of Geraldine O’Neill

This figure shows the co-authorship network connecting the top 25 collaborators of Geraldine O’Neill. A scholar is included among the top collaborators of Geraldine O’Neill 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 Geraldine O’Neill. Geraldine O’Neill 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.
O’Neill, Geraldine, et al.. (2025). Embracing uncertainty: action research and the collaborative development of an assessment for inclusion framework. Educational Action Research. 1–17.
2.
O’Neill, Geraldine, et al.. (2023). Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum. Irish Educational Studies. 44(1). 23–40. 10 indexed citations
3.
O’Neill, Geraldine, et al.. (2022). Reflective writing in undergraduate medical education: A qualitative review from the field of psychiatry. Cogent Education. 9(1). 8 indexed citations
4.
O’Neill, Geraldine, et al.. (2021). Diversifying assessment methods: Barriers, benefits and enablers. Innovations in Education and Teaching International. 59(4). 398–409. 18 indexed citations
5.
O’Neill, Geraldine. (2019). Why Don’t We Want to Reduce Assessment?. 11(2). 2 indexed citations
6.
O’Neill, Geraldine. (2017). It’s not fair! Students and staff views on the equity of the procedures and outcomes of students’ choice of assessment methods. Irish Educational Studies. 36(2). 221–236. 17 indexed citations
7.
O’Donoghue, Gráinne, et al.. (2016). Expert opinion regarding the preparation of entry-level physiotherapists for primary healthcare practice, examined using Biggs 3P’s model of teaching learning. Education for Primary Care. 27(3). 196–204. 8 indexed citations
8.
O’Neill, Geraldine & Suzanne Guérin. (2015). Working with the challenge of designing and implementing a stand-alone learning to learn module in a large Arts programme.. 7(3). 2 indexed citations
9.
O’Neill, Geraldine. (2015). Curriculum Design in Higher Education: Theory to Practice. Arrow@dit (Dublin Institute of Technology). 42 indexed citations
10.
O’Neill, Geraldine, Roisin Donnelly, & Marian Fitzmaurice. (2013). Supporting programme teams to develop sequencing in higher education curricula. The International Journal for Academic Development. 19(4). 268–280. 27 indexed citations
11.
O’Neill, Geraldine, et al.. (2012). Giving student groups a stronger voice: using participatory research and action (PRA) to initiate change to a curriculum. Innovations in Education and Teaching International. 49(2). 161–171. 19 indexed citations
12.
O’Neill, Geraldine. (2011). A Practitioner’s Guide to Choice of Assessment Methods within a Module. 9 indexed citations
13.
O’Neill, Geraldine, et al.. (2011). Promoting reflective writing among psychiatry students. Arrow@dit (Dublin Institute of Technology). 2011(1). 884–888. 2 indexed citations
14.
O’Neill, Geraldine. (2010). Initiating curriculum revision: exploring the practices of educational developers. The International Journal for Academic Development. 15(1). 61–71. 32 indexed citations
15.
O’Neill, Geraldine, et al.. (2010). Guide to taxonomies of learning. 23 indexed citations
16.
Kieran, Patricia & Geraldine O’Neill. (2009). Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences. Research Online (University of Wollongong). 2(1). 40–67. 11 indexed citations
17.
McMahon, Tim, Terry Barrett, & Geraldine O’Neill. (2007). Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education. 12(4). 499–511. 78 indexed citations
18.
O’Neill, Geraldine & Jessica Whelan. (2002). The occurrence of <I>Corynosoma strumosum</I> in the grey seal, <I>Halichoerus grypus</I>, caught off the Atlantic coast of Ireland. Journal of Helminthology. 76(3). 231–234. 11 indexed citations
19.
O’Neill, Geraldine. (1995). The Development of a Standardised Assessment of Hand Function. British Journal of Occupational Therapy. 58(11). 477–480. 15 indexed citations
20.
Lander, Diane M. & Geraldine O’Neill. (1991). Annual Review Paper : Pay Equity: Apples, Oranges and a Can of Worms. Asia Pacific Journal of Human Resources. 29(1). 16–28. 5 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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