Judith Ireson

2.2k total citations
42 papers, 1.4k citations indexed

About

Judith Ireson is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Judith Ireson has authored 42 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 12 papers in Developmental and Educational Psychology and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Judith Ireson's work include Education Systems and Policy (11 papers), Early Childhood Education and Development (11 papers) and Teacher Education and Leadership Studies (8 papers). Judith Ireson is often cited by papers focused on Education Systems and Policy (11 papers), Early Childhood Education and Development (11 papers) and Teacher Education and Leadership Studies (8 papers). Judith Ireson collaborates with scholars based in United Kingdom, Mexico and Canada. Judith Ireson's co-authors include Susan Hallam, Ian Plewis, Helen L. Macintyre, Harry McGurk, Lynne Rogers, Peter Blatchford, K. Wedell, Peter Evans, Peter Kutnick and Ken Spours and has published in prestigious journals such as Teaching and Teacher Education, Learning and Instruction and Journal of Experimental Child Psychology.

In The Last Decade

Judith Ireson

40 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Judith Ireson United Kingdom 23 1.1k 231 217 184 169 42 1.4k
Marko Neumann Germany 19 764 0.7× 107 0.5× 176 0.8× 284 1.5× 104 0.6× 81 1.0k
Shaljan Areepattamannil United Arab Emirates 22 821 0.8× 267 1.2× 300 1.4× 173 0.9× 81 0.5× 57 1.3k
Hanna Dumont Germany 17 1.1k 1.0× 134 0.6× 183 0.8× 267 1.5× 85 0.5× 43 1.4k
Mindy L. Kornhaber United States 11 605 0.6× 154 0.7× 82 0.4× 96 0.5× 29 0.2× 22 943
Miriam Ben‐Peretz Israel 18 1.0k 0.9× 170 0.7× 78 0.4× 251 1.4× 25 0.1× 53 1.2k
John Holt Australia 8 529 0.5× 158 0.7× 57 0.3× 151 0.8× 49 0.3× 16 863
Tonya R. Moon United States 19 1.0k 1.0× 304 1.3× 319 1.5× 96 0.5× 17 0.1× 55 1.4k
Pascal Bressoux France 20 724 0.7× 280 1.2× 292 1.3× 355 1.9× 18 0.1× 65 1.3k
Russell Carpenter United States 6 447 0.4× 182 0.8× 84 0.4× 131 0.7× 24 0.1× 29 737
Andreas Helmke Germany 21 1.4k 1.3× 448 1.9× 485 2.2× 341 1.9× 23 0.1× 84 1.9k

Countries citing papers authored by Judith Ireson

Since Specialization
Citations

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

Fields of papers citing papers by Judith Ireson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Judith Ireson

This figure shows the co-authorship network connecting the top 25 collaborators of Judith Ireson. A scholar is included among the top collaborators of Judith Ireson 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 Judith Ireson. Judith Ireson 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.
Spours, Ken, et al.. (2010). Advanced GNVQs, AVCEs and Level 3 Diplomas in England: a motivational analysis. Research in Post-Compulsory Education. 15(4). 387–403. 2 indexed citations
2.
Ireson, Judith, et al.. (2009). Private tutoring at transition points in the English education system: its nature, extent and purpose. Research Papers in Education. 26(1). 1–19. 47 indexed citations
3.
Hallam, Susan, Lynne Rogers, & Judith Ireson. (2008). Ability grouping in the secondary school: attitudes of teachers of practically based subjects. International Journal of Research & Method in Education. 31(2). 181–192. 21 indexed citations
4.
Hallam, Susan & Judith Ireson. (2008). Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability. Zbornik Instituta za pedagoska istrazivanja. 40(2). 369–387. 3 indexed citations
5.
Hallam, Susan & Judith Ireson. (2005). Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes. Research Papers in Education. 20(1). 3–24. 58 indexed citations
6.
Ireson, Judith & Susan Hallam. (2005). Pupils' liking for school: Ability grouping, self‐concept and perceptions of teaching. British Journal of Educational Psychology. 75(2). 297–311. 75 indexed citations
7.
Ireson, Judith, et al.. (2005). What are the effects of ability grouping on GCSE attainment?. British Educational Research Journal. 31(4). 443–458. 68 indexed citations
8.
Hallam, Susan, et al.. (2004). Primary pupils' experiences of different types of grouping in school. British Educational Research Journal. 30(4). 515–533. 40 indexed citations
9.
Ireson, Judith & Susan Hallam. (2004). Ability grouping in schools: Does it matter?. 2 indexed citations
10.
Hallam, Susan, et al.. (2004). Primary School Pupils' Experience of Different Types of Grouping in Schools. 4 indexed citations
11.
Hallam, Susan, et al.. (2003). Ability grouping in the primary school: a survey. World Journal of Stem Cells. 6(1). 24–32. 9 indexed citations
12.
Hallam, Susan & Judith Ireson. (2003). Secondary school teachers' attitudes towards and beliefs about ability grouping. British Journal of Educational Psychology. 73(3). 343–356. 58 indexed citations
13.
Hallam, Susan, et al.. (2003). Ability groupings in the primary school: issues arising from practice. Research Papers in Education. 18(1). 45–60. 23 indexed citations
14.
Macintyre, Helen L. & Judith Ireson. (2002). Within‐class Ability Grouping: Placement of pupils in groups and self‐concept. British Educational Research Journal. 28(2). 249–263. 41 indexed citations
15.
Ireson, Judith, et al.. (2002). Constructing Ability Groups in the Secondary School: Issues in practice. School Leadership and Management. 22(2). 163–176. 32 indexed citations
16.
Ireson, Judith, Susan Hallam, & Ian Plewis. (2001). Ability grouping in secondary schools: Effects on pupils’ self‐concepts. British Journal of Educational Psychology. 71(2). 315–326. 73 indexed citations
17.
Blatchford, Peter, et al.. (1994). The Initial Teaching of Reading: what do teachers think?. Educational Psychology. 14(3). 331–334. 2 indexed citations
18.
Ireson, Judith, et al.. (1992). Developing the Curriculum for Pupils Experiencing Difficulties in Learning in Ordinary Schools: a systematic, comparative analysis. British Educational Research Journal. 18(2). 155–173. 2 indexed citations
19.
Evans, Peter, et al.. (1988). Comparing the curriculum development process in special (MLD) schools: a systematic qualitative approach. European Journal of Special Needs Education. 3(3). 147–160. 6 indexed citations
20.
Ireson, Judith & Harry McGurk. (1985). Utilization of static and kinetic information for depth by young Malaŵians. Journal of Experimental Child Psychology. 40(2). 233–243. 25 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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