Joan Stead

835 total citations
29 papers, 475 citations indexed

About

Joan Stead is a scholar working on Education, Sociology and Political Science and Clinical Psychology. According to data from OpenAlex, Joan Stead has authored 29 papers receiving a total of 475 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 11 papers in Sociology and Political Science and 7 papers in Clinical Psychology. Recurrent topics in Joan Stead's work include Education Discipline and Inequality (9 papers), Criminal Justice and Corrections Analysis (6 papers) and Family and Disability Support Research (4 papers). Joan Stead is often cited by papers focused on Education Discipline and Inequality (9 papers), Criminal Justice and Corrections Analysis (6 papers) and Family and Disability Support Research (4 papers). Joan Stead collaborates with scholars based in United Kingdom and United States. Joan Stead's co-authors include Gwynedd Lloyd, Sheila Riddell, Elisabet Weedon, Gillean McCluskey, Jean Kane, Andrew Kendrick, Anne Pirrie, Valerie Wilson, Diana Lee and Ronald M. Harden and has published in prestigious journals such as British Journal of Educational Studies, Family Practice and Child Care Health and Development.

In The Last Decade

Joan Stead

26 papers receiving 410 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Joan Stead United Kingdom	12	324	160	98	78	78	29	475
Thalia González United States	9	321 1.0×	233 1.5×	130 1.3×	100 1.3×	65 0.8×	28	558
Ronnie Casella United States	11	337 1.0×	172 1.1×	82 0.8×	189 2.4×	38 0.5×	25	469
Zahra Shekarkhar United States	10	217 0.7×	196 1.2×	106 1.1×	152 1.9×	27 0.3×	16	400
Susan C. Faircloth United States	10	228 0.7×	78 0.5×	40 0.4×	30 0.4×	37 0.5×	33	324
Lothar Krappmann Germany	10	108 0.3×	149 0.9×	102 1.0×	80 1.0×	28 0.4×	56	301
Gillian Pugh United Kingdom	12	321 1.0×	111 0.7×	150 1.5×	25 0.3×	51 0.7×	26	472
Veda E. Brown United States	8	202 0.6×	196 1.2×	71 0.7×	302 3.9×	22 0.3×	9	439
Ruth Marlow United Kingdom	7	120 0.4×	49 0.3×	108 1.1×	35 0.4×	72 0.9×	8	275
Patricia H. Jenkins United States	8	327 1.0×	315 2.0×	219 2.2×	257 3.3×	112 1.4×	8	664
Gabriel Vélez United States	10	182 0.6×	263 1.6×	159 1.6×	110 1.4×	65 0.8×	41	491

Countries citing papers authored by Joan Stead

Since Specialization

Citations

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

Fields of papers citing papers by Joan Stead

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Joan Stead. 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 Joan Stead. The network helps show where Joan Stead may publish in the future.

Co-authorship network of co-authors of Joan Stead

This figure shows the co-authorship network connecting the top 25 collaborators of Joan Stead. A scholar is included among the top collaborators of Joan Stead 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 Joan Stead. Joan Stead 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

Stead, Joan, et al.. (2011). All Wales School Liaison Core Programme (AWSLCP) : evaluation report. Digital Education Resource Archive (University College London). 4 indexed citations

Riddell, Sheila, Joan Stead, Elisabet Weedon, & Kevin N. Wright. (2010). Additional support needs reforms and social justice in Scotland. International Studies in Sociology of Education. 20(3). 179–199. 7 indexed citations

Riddell, Sheila, Jean Kane, Gwynedd Lloyd, et al.. (2009). Restorative practices: The feminisation of school discipline policy?. 3 indexed citations

Lloyd, Gwynedd, Gillean McCluskey, & Joan Stead. (2009). Evaluation of the Development of Restorative Approaches in Braes and Larbert High Schools. 1 indexed citations

Kane, Jean, et al.. (2008). Restorative Approaches in Scottish Schools -Transformations and Challenges. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam).

Kane, Jean, Gwynedd Lloyd, Gillean McCluskey, et al.. (2008). Collaborative evaluation: balancing rigour and relevance in a research study of restorative approaches in schools in Scotland. International Journal of Research & Method in Education. 31(2). 99–111. 12 indexed citations

McCluskey, Gillean, Gwynedd Lloyd, Jean Kane, et al.. (2008). Can restorative practices in schools make a difference?. Educational Review. 60(4). 405–417. 124 indexed citations

Kane, Jean, et al.. (2008). Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools. International Journal of Inclusive Education. 13(3). 231–251. 17 indexed citations

McCluskey, Gillean, et al.. (2008). ‘I was dead restorative today’: from restorative justice to restorative approaches in school. Cambridge Journal of Education. 38(2). 199–216. 62 indexed citations

10.

Kane, Jean, Gwynedd Lloyd, Gillean McCluskey, et al.. (2007). Restorative Practices in Three Scottish Councils: Final Report of the Evaluation of the First Two Years of the Pilot Projects 2004 – 2006 Edinburgh. 2 indexed citations

11.

Stead, Joan, Gwynedd Lloyd, Pamela Munn, et al.. (2007). Supporting our most Challenging Pupils with our Lowest Status Staff: Can Additional Staff in Scottish Schools Offer a Distinctive Kind of Help?. Scottish Educational Review. 39(2). 186–197.

12.

Lloyd, Gwynedd, Joan Stead, & Andrew Kendrick. (2003). Joined-up approaches to prevent school exclusion. Emotional and Behavioural Difficulties. 8(1). 77–91. 7 indexed citations

13.

Lloyd, Gwynedd, Joan Stead, & Andrew Kendrick. (2003). Joined-up Approaches to Prevent School Exclusion. Emotional and Behavioural Difficulties. 8(1). 77–91. 7 indexed citations

14.

Stead, Joan, et al.. (2002). Promoting social inclusion of pupils with visual impairment in mainstream schools in Scotland. 8 indexed citations

15.

Stead, Joan, et al.. (2001). School peer relationships of ‘minority’ children in Scotland. Child Care Health and Development. 27(2). 133–148. 19 indexed citations

16.

Lloyd, Gwynedd & Joan Stead. (2001). ‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school. Children & Society. 15(5). 361–374. 40 indexed citations

17.

Sweeney, Grace, et al.. (2000). Significant event audit in practice: a preliminary study. Family Practice. 17(2). 173–179. 16 indexed citations

18.

Stead, Joan, et al.. (1999). Refugee Pupils in Scottish Schools. SCRE Spotlights 74.. 1 indexed citations

19.

Pirrie, Anne, et al.. (1998). Evaluating Multidisciplinary Education in Health Care.. OpenGrey (Institut de l'Information Scientifique et Technique). 38 indexed citations

20.

Stead, Joan, et al.. (1997). From the Mountains to the Plains: The Integration of the Lafofa Nuba into Sudanese Society. Journal of Religion in Africa. 27(2). 221–221. 6 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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