Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Countries citing papers authored by Kathryn Ecclestone
Since
Specialization
Citations
This map shows the geographic impact of Kathryn Ecclestone'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 Kathryn Ecclestone with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kathryn Ecclestone more than expected).
Fields of papers citing papers by Kathryn Ecclestone
This network shows the impact of papers produced by Kathryn Ecclestone. 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 Kathryn Ecclestone. The network helps show where Kathryn Ecclestone may publish in the future.
Co-authorship network of co-authors of Kathryn Ecclestone
This figure shows the co-authorship network connecting the top 25 collaborators of Kathryn Ecclestone.
A scholar is included among the top collaborators of Kathryn Ecclestone 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 Kathryn Ecclestone. Kathryn Ecclestone is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ecclestone, Kathryn, et al.. (2008). English-language Literature Review.7 indexed citations
4.
Ecclestone, Kathryn & Dennis Hayes. (2008). Affect: knowledge, communication, creativity and emotion. University of Derby Online Research Archive. (University of Derby).2 indexed citations
Coffield, Frank, David Moseley, Elaine Hall, & Kathryn Ecclestone. (2004). Should we be using Learning Styles? What research has to say to practice.297 indexed citations
9.
Ecclestone, Kathryn. (2004). Developing Self-Esteem and Emotional Well-Being--Inclusion or Intrusion?.. Adults learning. 16(3). 11–13.13 indexed citations
10.
Ecclestone, Kathryn, et al.. (2003). Potential benefits of formative assessment in general practice education. Education for Primary Care.2 indexed citations
Ecclestone, Kathryn. (1994). Understanding Assessment. A Guide for Teachers and Managers in Post-Compulsory Education.. OpenGrey (Institut de l'Information Scientifique et Technique).2 indexed citations
19.
Ecclestone, Kathryn. (1993). Why Do Teachers Have to Write Essays? Democratic Values in Professional Development.. Adults learning. 4(10).1 indexed citations
20.
Ecclestone, Kathryn. (1993). Accreditation in Adult Learning: How Far Can We Go?.. Adults learning. 4(7).
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.