Lynn Wilss

836 total citations
30 papers, 523 citations indexed

About

Lynn Wilss is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Lynn Wilss has authored 30 papers receiving a total of 523 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 4 papers in Developmental and Educational Psychology and 4 papers in Statistics and Probability. Recurrent topics in Lynn Wilss's work include Evaluation of Teaching Practices (8 papers), Higher Education Practises and Engagement (4 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Lynn Wilss is often cited by papers focused on Evaluation of Teaching Practices (8 papers), Higher Education Practises and Engagement (4 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Lynn Wilss collaborates with scholars based in Australia, Sweden and Qatar. Lynn Wilss's co-authors include Gillian M. Boulton‐Lewis, David C. Lewis, Hitendra Pillay, Ference Marton, Joanne Brownlee, Peter J. Ravenscroft, Nola Purdie, Richard Goddard, Colín Lankshear and David A. Lewis and has published in prestigious journals such as Australasian Journal of Paramedicine, Learning and Instruction and Studies in Higher Education.

In The Last Decade

Lynn Wilss

29 papers receiving 445 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lynn Wilss Australia 15 305 134 82 77 65 30 523
Maureen A. McCarthy United States 13 235 0.8× 91 0.7× 69 0.8× 38 0.5× 27 0.4× 38 551
Susanne James‐Burdumy United States 13 321 1.1× 94 0.7× 66 0.8× 113 1.5× 37 0.6× 30 554
Deborah T. Carran United States 11 172 0.6× 110 0.8× 38 0.5× 30 0.4× 19 0.3× 24 401
Theresa M. Akey United States 7 170 0.6× 50 0.4× 24 0.3× 62 0.8× 27 0.4× 9 408
Jan Derry United Kingdom 11 192 0.6× 94 0.7× 27 0.3× 75 1.0× 99 1.5× 20 481
Siek-Toon Khoo United States 5 203 0.7× 80 0.6× 21 0.3× 40 0.5× 65 1.0× 7 459
John O. Anderson Canada 14 277 0.9× 51 0.4× 26 0.3× 45 0.6× 12 0.2× 38 490
Sarah Clark United States 17 483 1.6× 233 1.7× 20 0.2× 63 0.8× 28 0.4× 57 777
Rebecca Newman-Gonchar United States 13 274 0.9× 243 1.8× 16 0.2× 68 0.9× 132 2.0× 21 535
Pieter van den Eeden Netherlands 12 186 0.6× 114 0.9× 14 0.2× 103 1.3× 45 0.7× 29 411

Countries citing papers authored by Lynn Wilss

Since Specialization
Citations

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

Fields of papers citing papers by Lynn Wilss

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lynn Wilss

This figure shows the co-authorship network connecting the top 25 collaborators of Lynn Wilss. A scholar is included among the top collaborators of Lynn Wilss 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 Wilss. Lynn Wilss 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.
Heirdsfield, Ann M., Sue Walker, Kerryann Walsh, & Lynn Wilss. (2008). Peer mentoring for first‐year teacher education students: the mentors’ experience. Mentoring & Tutoring Partnership in Learning. 16(2). 109–124. 10 indexed citations
2.
Boulton‐Lewis, Gillian M. & Lynn Wilss. (2007). Maximising Data Use: Mixed Qualitative Methods. 2 indexed citations
3.
Purdie, Nola & Lynn Wilss. (2007). Australian National Identity: Young Peoples’ Conceptions of What It Means to be Australian. National Identities. 9(1). 67–82. 20 indexed citations
4.
Wilss, Lynn, et al.. (2006). Experience of dying: concerns of dying patients and of carers. Internal Medicine Journal. 36(6). 338–346. 36 indexed citations
5.
Ravenscroft, Peter J., et al.. (2006). Hospice patients’ views on research in palliative care. Internal Medicine Journal. 36(7). 406–413. 59 indexed citations
6.
Pillay, Hitendra, Gillian M. Boulton‐Lewis, & Lynn Wilss. (2004). Changing Workplace Environments: Implications for Higher Education. QUT ePrints (Queensland University of Technology). 6 indexed citations
7.
Boulton‐Lewis, Gillian M., Lynn Wilss, & David C. Lewis. (2003). Dissonance between Conceptions of Learning and Ways of Learning for Indigenous Australian University Students. Studies in Higher Education. 28(1). 79–89. 23 indexed citations
8.
Boulton‐Lewis, Gillian M., Ference Marton, David C. Lewis, & Lynn Wilss. (2003). A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies. Higher Education. 47(1). 91–111. 37 indexed citations
9.
Boulton‐Lewis, Gillian M., Hitendra Pillay, Lynn Wilss, & David A. Lewis. (2002). Conceptions of Health and Illness Held by Australian Aboriginal, Torres Strait Islanders, and Papua New Guinea Health Science Students. 2 indexed citations
10.
Boulton‐Lewis, Gillian M., Lynn Wilss, & David C. Lewis. (2001). Changes in conceptions of learning for Indigenous Australian university students. British Journal of Educational Psychology. 71(2). 327–341. 27 indexed citations
11.
Boulton‐Lewis, Gillian M., Ference Marton, David C. Lewis, & Lynn Wilss. (2000). Aboriginal and Torres Strait Islander university students' conceptions of formal learning and experiences of informal learning. Higher Education. 39(4). 469–488. 22 indexed citations
12.
Wilss, Lynn, et al.. (2000). Learning in and out of university : Aboriginal and Torres Strait Islander students' conceptions of strategies used to learn. Queensland's institutional digital repository (The University of Queensland). 68–85. 2 indexed citations
13.
Brownlee, Joanne, et al.. (1999). Cognition and Recreational Computer Games. Journal of Research on Computing in Education. 32(1). 203–216. 55 indexed citations
14.
Boulton‐Lewis, Gillian M., et al.. (1999). Conceptions of formal & informal learning held by first year Aboriginal & Torres Strait Islander university students. 1 indexed citations
15.
Pillay, Hitendra, Lynn Wilss, & Gillian M. Boulton‐Lewis. (1998). Sequential development of algebra knowledge: A cognitive analysis. Mathematics Education Research Journal. 10(2). 87–102. 25 indexed citations
16.
Boulton‐Lewis, Gillian M., et al.. (1997). Processing load and the use of concrete representations and strategies for solving linear equations. The Journal of Mathematical Behavior. 16(4). 379–397. 12 indexed citations
17.
Boulton‐Lewis, Gillian M., et al.. (1997). Analysis of primary school children’s abilities and strategies for reading and recording time from analogue and digital clocks. Mathematics Education Research Journal. 9(2). 136–151. 13 indexed citations
18.
Wilss, Lynn, et al.. (1996). Women & Computing: Some Cultural Perceptions & Differences. 11(2). 34. 4 indexed citations
19.
Pillay, Hitendra & Lynn Wilss. (1996). Computer assisted instruction and individual cognitive style preferences in learning : does it matter?. QUT ePrints (Queensland University of Technology). 11(2). 28. 2 indexed citations
20.
Boulton‐Lewis, Gillian M., et al.. (1996). An analysis of young children's strategies and use of devices for length measurement. The Journal of Mathematical Behavior. 15(3). 329–347. 31 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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