J. T. Dillon
Impact in
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- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Education top 2%
- Education and Critical Thinking Development
- Science Education and Pedagogy
- Teacher Education and Leadership Studies
- Innovative Teaching Methods
Papers in
- Education 18
- Education and Critical Thinking Development 13
- Educational Assessment and Pedagogy 2
- Teacher Education and Leadership Studies 2
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- Communication in Education and Healthcare 7
J. T. Dillon
35 papers receiving 781 citations
Peers
Comparison fields: 5 of 87
- Developmental and Educational Psychology 310
- Education 580
- Experimental and Cognitive Psychology 150
- Language and Linguistics 100
- History and Philosophy of Science 41
Countries citing papers authored by J. T. Dillon
This map shows the geographic impact of J. T. Dillon'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 J. T. Dillon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites J. T. Dillon more than expected).
Fields of papers citing papers by J. T. Dillon
This network shows the impact of papers produced by J. T. Dillon. 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 J. T. Dillon. The network helps show where J. T. Dillon may publish in the future.
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All Works
Showing the 20 most-cited of 38 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | 1988 | 171 | |
| 2 | 1982 | 143 | |
| 3 | 1982 | 75 | |
| 4 | 1982 | 56 | |
| 5 | Research on Questioning and Discussion. | 1984 | 48 |
| 6 | 2008 | 47 | |
| 7 | 1984 | 46 | |
| 8 | 1985 | 40 | |
| 9 | Deliberation in Education and Society | 1994 | 40 |
| 10 | 1981 | 39 | |
| 11 | 1986 | 38 | |
| 12 | 1982 | 37 | |
| 13 | 1978 | 29 | |
| 14 | Teaching and the Art of Questioning | 1983 | 29 |
| 15 | 1982 | 27 | |
| 16 | 1981 | 21 | |
| 17 | 1981 | 18 | |
| 18 | 1981 | 16 | |
| 19 | 1981 | 13 | |
| 20 | Functions of the Colon: An Empirical Test of Scholarly Character. | 1980 | 11 |
About J. T. Dillon
J. T. Dillon is a scholar working on Education, Social Psychology, Developmental and Educational Psychology, Language and Linguistics and Experimental and Cognitive Psychology, having authored 38 papers that have together received 996 indexed citations. Recurring topics across this work include Education and Critical Thinking Development (13 papers), Communication in Education and Healthcare (7 papers), Language, Discourse, Communication Strategies (6 papers), Innovative Teaching and Learning Methods (5 papers), Psychological and Educational Research Studies (3 papers), EFL/ESL Teaching and Learning (3 papers), Educational Assessment and Pedagogy (2 papers) and Teacher Education and Leadership Studies (2 papers). The work is most often cited by research in Developmental and Educational Psychology (310 citations), Education (580 citations), Experimental and Cognitive Psychology (150 citations), Language and Linguistics (100 citations) and History and Philosophy of Science (41 citations). J. T. Dillon has collaborated with scholars based in United States and Netherlands. Their work appears in journals such as Journal of Curriculum Studies, Review of Educational Research, Journal of Educational Psychology, American Educational Research Journal and Journal of Teacher Education.
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.