Lesley Abbott

1.2k total citations
48 papers, 780 citations indexed

About

Lesley Abbott is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Lesley Abbott has authored 48 papers receiving a total of 780 indexed citations (citations by other indexed papers that have themselves been cited), including 39 papers in Education, 6 papers in Clinical Psychology and 6 papers in Developmental and Educational Psychology. Recurrent topics in Lesley Abbott's work include Teacher Education and Leadership Studies (16 papers), Collaborative Teaching and Inclusion (14 papers) and Education Systems and Policy (10 papers). Lesley Abbott is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Collaborative Teaching and Inclusion (14 papers) and Education Systems and Policy (10 papers). Lesley Abbott collaborates with scholars based in United Kingdom and Ireland. Lesley Abbott's co-authors include Anne Moran, Rosemary Kilpatrick, William McClune, Linda Clarke, Linda Clarke, Cathy Nutbrown, Roger Austin, Aidan Mulkeen, Michael Dobbins and Valerie Morgan and has published in prestigious journals such as Teaching and Teacher Education, British Journal of Educational Technology and Journal of Computer Assisted Learning.

In The Last Decade

Lesley Abbott

46 papers receiving 629 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lesley Abbott United Kingdom 16 646 140 120 101 77 48 780
Lisa S. Goldstein United States 13 765 1.2× 195 1.4× 110 0.9× 83 0.8× 34 0.4× 29 905
Beverly S. Faircloth United States 10 607 0.9× 199 1.4× 106 0.9× 150 1.5× 154 2.0× 15 813
Jennifer A. Vadeboncoeur Canada 14 395 0.6× 150 1.1× 70 0.6× 63 0.6× 75 1.0× 55 565
Margaret Vaughn United States 18 776 1.2× 184 1.3× 227 1.9× 27 0.3× 50 0.6× 63 1.0k
Sonja Sheridan Sweden 20 966 1.5× 304 2.2× 206 1.7× 124 1.2× 43 0.6× 54 1.1k
Robyn Ewing Australia 11 534 0.8× 84 0.6× 70 0.6× 46 0.5× 37 0.5× 47 742
Doug Hamman United States 13 585 0.9× 90 0.6× 86 0.7× 67 0.7× 62 0.8× 25 772
Donna McGhie‐Richmond Canada 13 621 1.0× 221 1.6× 136 1.1× 149 1.5× 246 3.2× 21 839
Nina Yssel United States 11 555 0.9× 115 0.8× 149 1.2× 131 1.3× 229 3.0× 22 802
Angelo Vasalos Netherlands 3 570 0.9× 87 0.6× 104 0.9× 28 0.3× 32 0.4× 7 689

Countries citing papers authored by Lesley Abbott

Since Specialization
Citations

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

Fields of papers citing papers by Lesley Abbott

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lesley Abbott

This figure shows the co-authorship network connecting the top 25 collaborators of Lesley Abbott. A scholar is included among the top collaborators of Lesley Abbott 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 Lesley Abbott. Lesley Abbott 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.
Abbott, Lesley, et al.. (2022). Northern Ireland pupils transcend cultural difference through transformed integrated schools: we don’t think about religion when we’re passing the ball, we just do it. International Journal of Inclusive Education. 28(10). 2072–2087. 1 indexed citations
2.
Abbott, Lesley, et al.. (2021). Trauma-Informed Integral Leadership: Leading School Communities With a Systems-Aware Approach. Minerva Access (University of Melbourne). 17(1). 62–97. 7 indexed citations
3.
Clarke, Linda & Lesley Abbott. (2013). Hands on the iPAD, Heads in the Cloud; teaching and learning with iPADs in a Belfast Primary School. Society for Information Technology & Teacher Education International Conference. 2013(1). 3672–3680. 1 indexed citations
4.
5.
Abbott, Lesley, Roy McConkey, & Michael Dobbins. (2011). Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?. European Journal of Special Needs Education. 26(2). 215–231. 13 indexed citations
6.
Abbott, Lesley. (2010). Northern Ireland’s integrated schools enabling inclusion: a new interpretation?. International Journal of Inclusive Education. 14(8). 843–859. 7 indexed citations
7.
Abbott, Lesley, Anne Moran, & Linda Clarke. (2009). Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’. European Journal of Teacher Education. 32(2). 95–110. 19 indexed citations
8.
Clarke, Linda & Lesley Abbott. (2008). Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education. 13(2). 169–181. 6 indexed citations
9.
Abbott, Lesley. (2007). Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle. European Journal of Special Needs Education. 22(4). 391–407. 43 indexed citations
10.
Abbott, Lesley, et al.. (2006). Parents Matter: Supporting The Birth To Three Matters Framework. Medical Entomology and Zoology.
11.
Abbott, Lesley, et al.. (2005). Birth to three matters : supporting the framework of effective practice. Open University Press eBooks. 10 indexed citations
12.
Abbott, Lesley, et al.. (2005). Birth to three matters: A framework to support children in their earliest years. European Early Childhood Education Research Journal. 13(1). 129–143. 35 indexed citations
13.
Abbott, Lesley, et al.. (2004). Birth to Three Matters. 172(5). 466–78. 17 indexed citations
14.
Abbott, Lesley. (2001). Perceptions of play - a question of priorities?. 1 indexed citations
15.
Abbott, Lesley & Julia Gillén. (1999). Revelations Through Research Partnerships. Early Years Journal of International Research and Development. 20(1). 43–51. 8 indexed citations
16.
Moran, Anne, et al.. (1999). Supporting newly-qualified teachers in post-primary schools in Northern Ireland: the role of the head of department. Journal of In-service Education. 25(2). 225–244. 2 indexed citations
17.
Abbott, Lesley, et al.. (1997). Working With The Under Threes: Responding To Children'S Needs. Medical Entomology and Zoology. 3 indexed citations
18.
Abbott, Lesley, et al.. (1997). Educare for the under threes - identifying need and opportunity:Report of the research study by the Manchester Metropolitan University jointly funded with the Esmee Fairbairn Charitable Trust.. Lancaster EPrints (Lancaster University). 2 indexed citations
19.
Abbott, Lesley, et al.. (1997). Working with the Under Threes: Training and Professional Development. Medical Entomology and Zoology. 2 indexed citations
20.
Abbott, Lesley, et al.. (1994). Quality Education in the Early Years. Medical Entomology and Zoology. 15 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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