Jill Fielding-Wells

761 total citations
45 papers, 319 citations indexed

About

Jill Fielding-Wells is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Jill Fielding-Wells has authored 45 papers receiving a total of 319 indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 17 papers in Statistics and Probability and 9 papers in Developmental and Educational Psychology. Recurrent topics in Jill Fielding-Wells's work include Mathematics Education and Teaching Techniques (17 papers), Science Education and Pedagogy (12 papers) and Statistics Education and Methodologies (11 papers). Jill Fielding-Wells is often cited by papers focused on Mathematics Education and Teaching Techniques (17 papers), Science Education and Pedagogy (12 papers) and Statistics Education and Methodologies (11 papers). Jill Fielding-Wells collaborates with scholars based in Australia, United States and Germany. Jill Fielding-Wells's co-authors include Katie Makar, Mia O’Brien, Tracey Muir, Kim Beswick, Shelley Dole, Hsin‐Hui Wang, Thomas J. Smith, Hsiao‐Ching She, Zuway‐R Hong and Huann‐shyang Lin and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal Of Pathology and Investigative Ophthalmology & Visual Science.

In The Last Decade

Jill Fielding-Wells

39 papers receiving 293 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jill Fielding-Wells Australia 11 202 97 48 42 30 45 319
Nathaniel J. Brown United States 8 142 0.7× 14 0.1× 105 2.2× 3 0.1× 4 0.1× 18 307
Maria Grazia Deri Italy 4 443 2.2× 379 3.9× 93 1.9× 69 2.3× 5 539
Robert L. Mayes United States 11 213 1.1× 82 0.8× 62 1.3× 8 0.3× 40 309
Gert Schubring Germany 10 249 1.2× 63 0.6× 41 0.9× 14 0.5× 93 506
Marta T. Magiera United States 8 155 0.8× 47 0.5× 49 1.0× 64 2.1× 19 233
Mercedes Lorenzo Spain 4 292 1.4× 5 0.1× 110 2.3× 13 0.3× 1 0.0× 4 382
Cynthia O. Anhalt United States 8 212 1.0× 61 0.6× 49 1.0× 24 0.8× 22 287
Eva Norén Sweden 6 142 0.7× 14 0.1× 111 2.3× 16 0.5× 35 327
Carmen Köhler Germany 11 60 0.3× 53 0.5× 39 0.8× 25 311
Sebastian Rezat Germany 9 249 1.2× 66 0.7× 49 1.0× 37 1.2× 19 287

Countries citing papers authored by Jill Fielding-Wells

Since Specialization
Citations

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

Fields of papers citing papers by Jill Fielding-Wells

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jill Fielding-Wells. 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 Jill Fielding-Wells. The network helps show where Jill Fielding-Wells may publish in the future.

Co-authorship network of co-authors of Jill Fielding-Wells

This figure shows the co-authorship network connecting the top 25 collaborators of Jill Fielding-Wells. A scholar is included among the top collaborators of Jill Fielding-Wells 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 Jill Fielding-Wells. Jill Fielding-Wells 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.
Cohrssen, Caroline, Jill Fielding-Wells, & Jo Bird. (2024). Informal Assessment of Preschool Children’s Concepts of Zero. Early Childhood Education Journal. 53(3). 891–902. 1 indexed citations
2.
Johnson, Amy, et al.. (2023). Parental perceptions of social and emotional well‐being of young children from Australian military families. Australian Journal of Rural Health. 31(6). 1090–1102. 7 indexed citations
3.
Levine, David A., Jiong Yan, Nancy J. Newman, et al.. (2023). Characteristics of Vitamin A Deficiency Retinopathy at a Tertiary Referral Center in the United States. Ophthalmology Retina. 8(2). 126–136. 3 indexed citations
4.
Wang, Hsin‐Hui, Zuway‐R Hong, Hsiao‐Ching She, et al.. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education. 9(1). 28 indexed citations
5.
Fielding-Wells, Jill, et al.. (2022). Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks. Teaching and Teacher Education. 113. 103663–103663. 6 indexed citations
6.
7.
Fielding-Wells, Jill & Katie Makar. (2021). Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems. Instructional Science. 50(1). 35–61. 5 indexed citations
8.
Muir, Tracey, Jill Fielding-Wells, & Helen Chick. (2017). Developing an Understanding of what Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between two Teacher Educators. ˜The œAustralian journal of teacher education. 60–79. 3 indexed citations
9.
Corbett, Michael, et al.. (2017). Building A New Generation: Community Expectations On Raising Aspirations In Rural Tasmania. Australian and International Journal of Rural Education. 27(3). 8–24. 1 indexed citations
10.
Fielding-Wells, Jill. (2016). "Mathematics Is Just 1 + 1 = 2, What Is There to Argue About?": Developing a Framework for Argument-Based Mathematical Inquiry.. eCite Digital Repository (University of Tasmania). 214–221. 3 indexed citations
11.
O’Brien, Mia, et al.. (2015). How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics Classrooms.. eCite Digital Repository (University of Tasmania). 469–476. 4 indexed citations
12.
Fielding-Wells, Jill. (2015). Identifying core elements of argument-based inquiry in primary mathematics learning. eCite Digital Repository (University of Tasmania). 229–236. 6 indexed citations
13.
Fielding-Wells, Jill & Katie Makar. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. eCite Digital Repository (University of Tasmania).
14.
Beswick, Kim, Tracey Muir, & Jill Fielding-Wells. (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. eCite Digital Repository (University of Tasmania). 28 indexed citations
15.
Fielding-Wells, Jill. (2014). Labour Subcontracting in the Construction Industries of Developing Countries: An Assessment from Two Perspectives. SHILAP Revista de lepidopterología. 3 indexed citations
16.
Coupland, Sarah E., Bertil Damato, Helen Kalirai, et al.. (2013). A comparison of gene expression profiling versus multiplex ligation-dependent probe amplification in metastatic risk prediction in choroidal melanoma. Investigative Ophthalmology & Visual Science. 54(15). 4218–4218. 1 indexed citations
17.
Fielding-Wells, Jill. (2013). Inquiry-based argumentation in primary mathematics: Reflecting on evidence. eCite Digital Repository (University of Tasmania). 1. 290–297. 6 indexed citations
18.
Fielding-Wells, Jill & Katie Makar. (2012). Developing primary students' argumentation skills in inquiry based mathematics classrooms. eCite Digital Repository (University of Tasmania). 2. 149–153. 6 indexed citations
19.
Fielding-Wells, Jill & Katie Makar. (2008). Using mathematical inquiry to engage student learning within the overall curriculum. eCite Digital Repository (University of Tasmania). 3 indexed citations
20.
Fielding-Wells, Jill & Katie Makar. (2008). Student (dis)engagement in mathematics. eCite Digital Repository (University of Tasmania). 1–10. 11 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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