Jørgen Sjaastad

471 total citations
18 papers, 344 citations indexed

About

Jørgen Sjaastad is a scholar working on Education, Social Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Jørgen Sjaastad has authored 18 papers receiving a total of 344 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 4 papers in Social Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Jørgen Sjaastad's work include Career Development and Diversity (4 papers), Innovative Teaching and Learning Methods (4 papers) and Education, Achievement, and Giftedness (3 papers). Jørgen Sjaastad is often cited by papers focused on Career Development and Diversity (4 papers), Innovative Teaching and Learning Methods (4 papers) and Education, Achievement, and Giftedness (3 papers). Jørgen Sjaastad collaborates with scholars based in Norway and Ireland. Jørgen Sjaastad's co-authors include Sabine Wollscheid, Cathrine Tømte, Ellen Karoline Henriksen and Roger André Federici and has published in prestigious journals such as Computers & Education, International Journal of Science Education and International Journal of Science and Mathematics Education.

In The Last Decade

Jørgen Sjaastad

15 papers receiving 313 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jørgen Sjaastad Norway	7	220	100	96	73	42	18	344
John Almarode United States	7	275 1.3×	101 1.0×	230 2.4×	140 1.9×	30 0.7×	25	501
Carol L. Stuessy United States	13	283 1.3×	110 1.1×	80 0.8×	52 0.7×	23 0.5×	36	425
Jim Beggs United Kingdom	11	358 1.6×	147 1.5×	43 0.4×	33 0.5×	25 0.6×	19	438
Jonathan T. Shemwell United States	11	337 1.5×	182 1.8×	75 0.8×	94 1.3×	16 0.4×	15	451
Mei-Shiu Chiu Taiwan	12	193 0.9×	80 0.8×	30 0.3×	154 2.1×	29 0.7×	40	404
Bing Wei Macao	14	401 1.8×	162 1.6×	39 0.4×	31 0.4×	35 0.8×	56	463
Tamra Stambaugh United States	9	393 1.8×	116 1.2×	71 0.7×	220 3.0×	28 0.7×	28	525
Ian Thacker United States	10	180 0.8×	75 0.8×	33 0.3×	61 0.8×	12 0.3×	23	320
Irit Sasson Israel	13	438 2.0×	129 1.3×	43 0.4×	45 0.6×	61 1.5×	29	536
Megan Ennes United States	10	113 0.5×	41 0.4×	77 0.8×	75 1.0×	24 0.6×	30	283

Countries citing papers authored by Jørgen Sjaastad

Since Specialization

Citations

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

Fields of papers citing papers by Jørgen Sjaastad

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jørgen Sjaastad

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

All Works

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18 of 18 papers shown

Sjaastad, Jørgen. (2025). Applying the Creative Mathematical Reasoning Framework in Early Primary School. International Journal of Science and Mathematics Education. 23(8). 3659–3677.

Wollscheid, Sabine, Cathrine Tømte, & Jørgen Sjaastad. (2020). How a SPOC might facilitate in-service teachers’interactions in professional development. Nordic Journal of Digital Literacy. 15(2). 125–137. 1 indexed citations

Tømte, Cathrine, et al.. (2016). Evaluering av videreutdanningstilbudet MatematikkMOOC 2015-2016. BIBSYS Brage (BIBSYS (Norway)). 2 indexed citations

Sjaastad, Jørgen, et al.. (2016). Kartlegging av lærere uten formelle kvalifikasjoner. BIBSYS Brage (BIBSYS (Norway)). 1 indexed citations

Wollscheid, Sabine, et al.. (2016). The effect of pen and paper or tablet computer on early writing – A pilot study. Computers & Education. 98. 70–80. 33 indexed citations

Sjaastad, Jørgen, Sabine Wollscheid, & Cathrine Tømte. (2015). Pennal eller pad? Kvasi-eksperimentell studie av skrivehastighet i tidlig skriveopplæring med og uten digitale verktøy. BIBSYS Brage (BIBSYS (Norway)). 1 indexed citations

Tømte, Cathrine & Jørgen Sjaastad. (2015). Evaluering av Den virtuelle matematikkskolen for ungdomstrinnet: Nettbasert læring i grunnleggende ungdomsskolematematikk. BIBSYS Brage (BIBSYS (Norway)). 1 indexed citations

Sjaastad, Jørgen, et al.. (2015). Fra politisk visjon til virkeligheten i klasserommet: Evaluering av virkemidlene i Ungdomstrinn i utvikling. Delrapport 2. BIBSYS Brage (BIBSYS (Norway)). 2 indexed citations

Wollscheid, Sabine, Jørgen Sjaastad, & Cathrine Tømte. (2015). The impact of digital devices vs. Pen(cil) and paper on primary school students' writing skills – A research review. Computers & Education. 95. 19–35. 105 indexed citations

10.

Sjaastad, Jørgen. (2014). Enhancing measurement in science and mathematics education research through Rasch analysis: Rationale and properties. 1 indexed citations

11.

Sjaastad, Jørgen, et al.. (2014). Evaluering av Program for skolebibliotekutvikling 2009-2013. Duo Research Archive (University of Oslo). 3 indexed citations

12.

Sjaastad, Jørgen, et al.. (2014). Kan organisering av lærlingformidling forklare store ulikheter i resultat? En studie av lærlingformidling i 3 fylker. BIBSYS Brage (BIBSYS (Norway)). 1 indexed citations

13.

Sjaastad, Jørgen. (2014). Enhancing measurement in science education research through Rasch analysis: Rationale and properties. Nordic Studies in Science Education. 10(2). 212–230. 6 indexed citations

14.

Henriksen, Ellen Karoline, et al.. (2014). The Role of Out-of-School Experiences and Targeted Recruitment Efforts in Norwegian Science and Technology Students’ Educational Choice. International Journal of Science Education Part B. 5(3). 203–222. 36 indexed citations

15.

Sjaastad, Jørgen, et al.. (2013). A NORWEGIAN OUT-OF-SCHOOL MATHEMATICS PROJECT’S INFLUENCE ON SECONDARY STUDENTS’ STEM MOTIVATION. International Journal of Science and Mathematics Education. 11(6). 1437–1461. 28 indexed citations

16.

Sjaastad, Jørgen. (2012). Measuring the Ways Significant Persons Influence Attitudes Towards Science and Mathematics. International Journal of Science Education. 35(2). 192–212. 23 indexed citations

17.

Sjaastad, Jørgen. (2011). Correction to: ‘Sources of Inspiration: The role of significant persons in young people's choice of science in higher education’. DOI: 10.1080/09500693. 2011.590543. First published on iFirst on 26 July 2011.. International Journal of Science Education. 34(16). 2607–2608. 1 indexed citations

18.

Sjaastad, Jørgen. (2011). Sources of Inspiration: The role of significant persons in young people's choice of science in higher education. International Journal of Science Education. 34(10). 1615–1636. 99 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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