Isabelle De Coster
- Education top 5%
- Education in Diverse Contexts 4
- Education Systems and Policy 3
- Religious Education and Schools 2
- Global Education and Multiculturalism 2
- Youth Substance Use and School Attendance 1
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- Reading and Literacy Development 1
- Second Language Acquisition and Learning 1
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- Multilingual Education and Policy 1
In The Last Decade
Isabelle De Coster
10 papers receiving 239 citations
Peers
Comparison fields: 5 of 49
- Education 193
- Information Systems and Management 32
- Political Science and International Relations 78
- Developmental and Educational Psychology 40
- Public Administration 8
Countries citing papers authored by Isabelle De Coster
This map shows the geographic impact of Isabelle De Coster'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 Isabelle De Coster with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Isabelle De Coster more than expected).
Fields of papers citing papers by Isabelle De Coster
This network shows the impact of papers produced by Isabelle De Coster. 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 Isabelle De Coster. The network helps show where Isabelle De Coster may publish in the future.
Co-authorship network
The 3 scholars most cited alongside Isabelle De Coster, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Teachers in Europe: Careers, Development and Well-Being. Eurydice Report. | 2021 | 14 |
| 2 | Key Data on Early Childhood Education and Care in Europe, 2019 Edition. Eurydice Report. | 2019 | 8 |
| 3 | Citizenship Education at School in Europe, 2017. Eurydice Brief. | 2017 | 4 |
| 4 | Citizenship Education in Europe. | 2012 | 25 |
| 5 | Teaching Reading in Europe: Contexts, Policies and Practices. | 2011 | 49 |
| 6 | National Testing of Pupils in Europe: Objectives, Organisation and Use of Results. | 2009 | 54 |
| 7 | Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children. | 2009 | 9 |
| 8 | Key Data on Education in Europe 2009. | 2009 | 27 |
| 9 | Higher Education Governance in Europe: Policies, Structures, Funding and Academic Staff. | 2008 | 77 |
| 10 | Evaluation of Schools Providing Compulsory Education in Europe. | 2004 | 34 |
About Isabelle De Coster
Isabelle De Coster is a scholar working on Education, Linguistics and Language and Language and Linguistics, having authored 10 papers that have together received 301 indexed citations. Recurring topics across this work include Education in Diverse Contexts (4 papers), Education Systems and Policy (3 papers), Religious Education and Schools (2 papers), Global Education and Multiculturalism (2 papers), Reading and Literacy Development (1 paper), Second Language Acquisition and Learning (1 paper), Youth Substance Use and School Attendance (1 paper) and Multilingual Education and Policy (1 paper). The work is most often cited by research in Education (193 citations), Information Systems and Management (32 citations) and Political Science and International Relations (78 citations). Frequent co-authors include Teodora Parveva, Sogol Noorani and Akvilė Motiejūnaitė.
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.