Lynn Revell

655 total citations
33 papers, 383 citations indexed

About

Lynn Revell is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Lynn Revell has authored 33 papers receiving a total of 383 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 20 papers in Sociology and Political Science and 3 papers in Political Science and International Relations. Recurrent topics in Lynn Revell's work include Religious Education and Schools (21 papers), Educator Training and Historical Pedagogy (13 papers) and Education and Islamic Studies (8 papers). Lynn Revell is often cited by papers focused on Religious Education and Schools (21 papers), Educator Training and Historical Pedagogy (13 papers) and Education and Islamic Studies (8 papers). Lynn Revell collaborates with scholars based in United Kingdom. Lynn Revell's co-authors include James Arthur, Vini Lander, Trevor Cooling, Sabina Hulbert, Caroline Thomas, Andrew Peterson, Ian Davies and James Arthur and has published in prestigious journals such as British Journal of Educational Studies, British Educational Research Journal and Journal of Education for Teaching International Research and Pedagogy.

In The Last Decade

Lynn Revell

29 papers receiving 350 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Lynn Revell United Kingdom	11	307	200	35	20	19	33	383
Elisabeth Arweck United Kingdom	10	162 0.5×	138 0.7×	26 0.7×	19 0.9×	14 0.7×	39	277
Lydiah Nganga United States	10	232 0.8×	114 0.6×	30 0.9×	12 0.6×	16 0.8×	31	280
Caitlin Donnelly United Kingdom	12	253 0.8×	242 1.2×	44 1.3×	10 0.5×	31 1.6×	35	377
Suzanne Mellor Australia	9	248 0.8×	126 0.6×	36 1.0×	5 0.3×	12 0.6×	39	320
Cornelia Roux South Africa	11	211 0.7×	155 0.8×	17 0.5×	4 0.2×	9 0.5×	39	291
Steve Farkas	10	193 0.6×	88 0.4×	14 0.4×	6 0.3×	24 1.3×	21	274
Gaston Pineau France	7	102 0.3×	124 0.6×	17 0.5×	26 1.3×	14 0.7×	29	242
Sarah M. Stitzlein United States	10	168 0.5×	110 0.6×	42 1.2×	26 1.3×	15 0.8×	49	248
Shijing Xu Canada	8	223 0.7×	111 0.6×	36 1.0×	9 0.5×	10 0.5×	14	288
I. ter Avest Netherlands	10	293 1.0×	171 0.9×	10 0.3×	10 0.5×	17 0.9×	62	350

Countries citing papers authored by Lynn Revell

Since Specialization

Citations

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

Fields of papers citing papers by Lynn Revell

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lynn Revell

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Revell, Lynn, et al.. (2024). Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping. Pedagogies An International Journal. 20(2). 285–302. 1 indexed citations

Revell, Lynn, et al.. (2024). Teachers’ use of questions and the science/religion encounter: Basil Bernstein and the impossibility of the unthinkable. Journal of Religious Education. 72(3). 295–309.

Hulbert, Sabina, et al.. (2023). Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?. The Curriculum Journal. 35(3). 378–395. 2 indexed citations

Hulbert, Sabina, et al.. (2023). Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent. Journal of Religious Education. 71(3). 279–295. 3 indexed citations

Revell, Lynn. (2023). Religion and worldviews: the triumph of the secular in religious education. Journal of Religious Education. 71(3). 351–353. 3 indexed citations

Revell, Lynn, et al.. (2023). Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy. Kent Academic Repository (University of Kent). 8(1). 1–28. 1 indexed citations

Hulbert, Sabina, et al.. (2022). Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal. 34(3). 487–504. 3 indexed citations

Revell, Lynn, et al.. (2021). Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy. Research in Science & Technological Education. 41(4). 1309–1329. 3 indexed citations

Revell, Lynn, et al.. (2018). Fundamental British Values in Education. 24 indexed citations

10.

Revell, Lynn, et al.. (2018). Religious education and hermeneutics: the case of teaching about Islam. British Journal of Religious Education. 40(3). 268–276. 22 indexed citations

11.

Revell, Lynn, et al.. (2018). Implementing the ‘Prevent Duty’ in England: the semiotisation of discourse and practice in further education. Discourse Studies in the Cultural Politics of Education. 41(4). 516–531. 3 indexed citations

12.

Revell, Lynn, et al.. (2017). Law, education and prevent. Education Citizenship and Social Justice. 12(2). 93–96.

13.

Revell, Lynn, et al.. (2016). Negotiating fundamental British values: research conversations in church schools. Create (Canterbury Christ Church University). 1 indexed citations

14.

Revell, Lynn, et al.. (2016). Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015. Journal of Education for Teaching International Research and Pedagogy. 42(3). 341–353. 19 indexed citations

15.

Revell, Lynn. (2015). Predicting religion. Journal of Beliefs and Values. 36(1). 54–63. 3 indexed citations

16.

Revell, Lynn, et al.. (2011). Performativity, Faith and Professional Identity: Student Religious Education Teachers and The Ambiguities of Objectivity. British Journal of Educational Studies. 59(4). 403–419. 23 indexed citations

17.

Revell, Lynn. (2009). Religious education, conflict and diversity: an exploration of young children’s perceptions of Islam. Educational Studies. 36(2). 207–215. 18 indexed citations

18.

Revell, Lynn. (2008). Spiritual Development in Public and Religious Schools: A Case Study. Religious Education. 103(1). 102–118. 11 indexed citations

19.

Davies, Ian, et al.. (2007). citizenship and the assessment of trainees. Education Citizenship and Social Justice. 2(2). 83–102. 1 indexed citations

20.

Revell, Lynn, et al.. (2002). Patterns of Spiritual and Moral Development in Religious and Public Schools in Chicago. Journal of Beliefs and Values. 23(2). 179–189.

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.

Explore authors with similar magnitude of impact