Hayley J. Mayall

584 total citations
21 papers, 360 citations indexed

About

Hayley J. Mayall is a scholar working on Education, Information Systems and Gender Studies. According to data from OpenAlex, Hayley J. Mayall has authored 21 papers receiving a total of 360 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 5 papers in Information Systems and 5 papers in Gender Studies. Recurrent topics in Hayley J. Mayall's work include Mobile Learning in Education (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Hayley J. Mayall is often cited by papers focused on Mobile Learning in Education (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Hayley J. Mayall collaborates with scholars based in United States and Thailand. Hayley J. Mayall's co-authors include Thomas J. Smith, Cindy S. York, Yan Chen, Kimberly A. Lawless, Zenong Yin, Nancy K. Martin, Scott W. Brown, P. G. Schrader, Robert Mills and Mark A. Boyer and has published in prestigious journals such as Instructional Science, Computer Assisted Language Learning and Language learning & technology.

In The Last Decade

Hayley J. Mayall

19 papers receiving 319 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Hayley J. Mayall United States	11	208	104	72	71	44	21	360
Marcus Childress United States	6	153 0.7×	101 1.0×	85 1.2×	49 0.7×	52 1.2×	12	315
Weimin Toh Singapore	10	132 0.6×	112 1.1×	85 1.2×	61 0.9×	20 0.5×	17	318
Roselan Baki Malaysia	11	155 0.7×	151 1.5×	62 0.9×	71 1.0×	12 0.3×	43	329
Phillip A. Towndrow Singapore	13	279 1.3×	89 0.9×	50 0.7×	75 1.1×	17 0.4×	48	453
Jørgen Sjaastad Norway	7	220 1.1×	100 1.0×	30 0.4×	42 0.6×	20 0.5×	18	344
Jean-Yves Roussey France	11	169 0.8×	117 1.1×	62 0.9×	36 0.5×	43 1.0×	30	351
Marja Kankaanranta Finland	12	206 1.0×	80 0.8×	71 1.0×	120 1.7×	46 1.0×	48	388
Thomas Hammond United States	8	149 0.7×	75 0.7×	76 1.1×	61 0.9×	46 1.0×	37	299
Aytekin İşman Türkiye	12	301 1.4×	50 0.5×	84 1.2×	141 2.0×	18 0.4×	47	454
Kati Mäkitalo Finland	11	314 1.5×	192 1.8×	67 0.9×	108 1.5×	19 0.4×	14	525

Countries citing papers authored by Hayley J. Mayall

Since Specialization

Citations

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

Fields of papers citing papers by Hayley J. Mayall

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hayley J. Mayall. 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 Hayley J. Mayall. The network helps show where Hayley J. Mayall may publish in the future.

Co-authorship network of co-authors of Hayley J. Mayall

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

All Works

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20 of 20 papers shown

Mayall, Hayley J., et al.. (2025). Learning Effects, Gender Variances, and Teacher Dynamics in Funds-of-Knowledge-Featured Mobile-Assisted Writing for Latinx English Learners. 26(2). 173–197.

Mayall, Hayley J., et al.. (2024). Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students. The Journal of Physician Assistant Education. 35(4). 430–436.

Chen, Yan, Hayley J. Mayall, Thomas J. Smith, & Cindy S. York. (2023). Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development. Language learning & technology. 27(1). 1–17. 1 indexed citations

York, Cindy S., et al.. (2022). Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra. International Electronic Journal of Mathematics Education. 18(1). em0724–em0724. 8 indexed citations

Chen, Yan, Thomas J. Smith, Cindy S. York, & Hayley J. Mayall. (2019). Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning. 33(1-2). 1–25. 74 indexed citations

Mayall, Hayley J., et al.. (2019). Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?. Journal of Information Technology Education Research. 18. 467–479. 20 indexed citations

Chen, Yan, Hayley J. Mayall, Cindy S. York, & Thomas J. Smith. (2019). Parental perception and English Learners' mobile-assisted language learning: An ethnographic case study from a technology-based Funds of Knowledge approach. Learning Culture and Social Interaction. 22. 100325–100325. 29 indexed citations

Mayall, Hayley J., et al.. (2018). WITHDRAWN: Parental perception and English Learners' mobile-assisted language learning: An ethnographic case study from a technology-based funds of knowledge approach. Learning Culture and Social Interaction. 22. 100250–100250. 1 indexed citations

Smaldino, Sharon, et al.. (2009). Questioning the Necessity of Nonacademic Social Discussion Forums within Online Courses. Quarterly review of distance education. 10(1). 1–8. 11 indexed citations

10.

Flores, Belinda Bustos, et al.. (2009). Measuring the Psychosocial Characteristics of Teacher Candidates Through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) Inventory. Hispanic Journal of Behavioral Sciences. 32(1). 136–163. 6 indexed citations

11.

Martin, Nancy K., Zenong Yin, & Hayley J. Mayall. (2008). The Attitudes & Beliefs on Classroom Control Inventory-Revised and Revisited: A Continuation of Construct Validation.. The Journal of classroom interaction. 42(2). 11–20. 28 indexed citations

12.

Schrader, P. G., Kimberly A. Lawless, & Hayley J. Mayall. (2008). The model of domain learning as a framework for understanding Internet navigation. Journal of educational multimedia and hypermedia. 17(2). 235–258. 9 indexed citations

13.

Lawless, Kimberly A., P. G. Schrader, & Hayley J. Mayall. (2007). Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes. Journal of Literacy Research. 39(3). 289–306. 26 indexed citations

14.

Martin, Nancy K., Zenong Yin, & Hayley J. Mayall. (2006). Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes and Beliefs toward Classroom Management Style?.. 32 indexed citations

15.

Boyer, Mark A., et al.. (2003). Negotiating from Mars to Venus: gender in simulated international negotiations. Simulation & Gaming. 34(2). 226–248. 18 indexed citations

16.

Brown, Scott W., et al.. (2003). The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations. Instructional Science. 31(4-5). 255–276. 22 indexed citations

17.

Boyer, Mark A., et al.. (2003). Negotiating from Mars to Venus: Gender in Simulated International Negotiations. Simulation & Gaming. 34(2). 226–248. 20 indexed citations

18.

Brown, Scott W., et al.. (2003). Global education via the Web: the GlobalEd project. 1. 367–368. 3 indexed citations

19.

Mayall, Hayley J.. (2002). An exploratory/descriptive look at gender differences in technology self-efficacy and academic self-efficacy in the GlobalEd Project. OpenCommons - UConn (University of Connecticut). 10 indexed citations

20.

King, Frederick B. & Hayley J. Mayall. (2002). Asynchronous distributed problem-based learning. 157–159. 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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