Mags Liddy

432 total citations · 1 hit paper
19 papers, 269 citations indexed

About

Mags Liddy is a scholar working on Education, Demography and Political Science and International Relations. According to data from OpenAlex, Mags Liddy has authored 19 papers receiving a total of 269 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 4 papers in Demography and 3 papers in Political Science and International Relations. Recurrent topics in Mags Liddy's work include Global Education and Multiculturalism (6 papers), Religious Education and Schools (5 papers) and Teacher Education and Leadership Studies (5 papers). Mags Liddy is often cited by papers focused on Global Education and Multiculturalism (6 papers), Religious Education and Schools (5 papers) and Teacher Education and Leadership Studies (5 papers). Mags Liddy collaborates with scholars based in Ireland, India and Switzerland. Mags Liddy's co-authors include Joanne O’Flaherty, Orla McCormack, Roland Tormey, Helen Maguire, Amanda McCloat, Seaneen Sloan, Marie Clarke, Cathy Roche and Marie Parker‐Jenkins and has published in prestigious journals such as SHILAP Revista de lepidopterología, Environmental Education Research and Education + Training.

In The Last Decade

Mags Liddy

17 papers receiving 247 citations

Hit Papers

The impact of development education and education for sus... 2017 2026 2020 2023 2017 50 100 150
What are hit papers?

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.

  1. The impact of development education and education for sustainable development interventions: a synthesis of the research
    2017 176 citations Joanne O’Flaherty, Mags Liddy Environmental Education Research profile →

Peers

Mags Liddy
Sebastian Niedlich Germany
Alexandra Ryan United Kingdom
Janette Brunstein Brazil
Sajid Ali Yousuf Zai Pakistan
Gunawan Tjahjono Indonesia
Esther García González Spain
Jorge Ruíz-Morales Spain
Uzma Quraishi Pakistan
Karen Card United States
Qudsia Kalsoom Pakistan
Sebastian Niedlich Germany
Mags Liddy
Citations per year, relative to Mags Liddy Mags Liddy (= 1×) peers Sebastian Niedlich

Countries citing papers authored by Mags Liddy

Since Specialization
Citations

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

Fields of papers citing papers by Mags Liddy

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mags Liddy

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

All Works

19 of 19 papers shown
1.
Clarke, Marie, et al.. (2023). Female teacher identity and educational reform: perspectives from India. Teacher Development. 27(4). 415–430.
2.
Liddy, Mags, et al.. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica. 59(6). 1216–1233. 1 indexed citations
3.
Clarke, Marie, et al.. (2022). Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions. Asia Pacific Journal of Education. 42(sup1). 34–51. 9 indexed citations
4.
Liddy, Mags. (2021). Teachers as change-makers: International volunteering as enabling or hindering their capacity to teach global development. Digital Commons - University of South Florida (University of South Florida).
5.
Liddy, Mags. (2021). Practising postcolonial pedagogies in higher education teaching and research. Journal of University Teaching and Learning Practice. 18(3). 4 indexed citations
6.
McCormack, Orla, Joanne O’Flaherty, & Mags Liddy. (2020). Perception of Education and Training Board (ETB) schools in the Republic of Ireland: an issue of ideology and inclusion. Irish Educational Studies. 39(4). 535–552. 6 indexed citations
7.
Clarke, Marie, et al.. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education. 50(5). 579–595. 2 indexed citations
8.
Liddy, Mags & Roland Tormey. (2020). Immersive professional activities as learning: Irish teachers learning from overseas volunteering in India. Professional Development in Education. 49(1). 184–194. 2 indexed citations
9.
McCormack, Orla, Joanne O’Flaherty, & Mags Liddy. (2019). STUDENTS’ VIEWS ON THEIR PARTICIPATION IN PUBLICLY MANAGED SECOND LEVEL SCHOOLS IN IRELAND: The importance of student-teacher relationships. Educational Studies. 47(4). 422–437. 8 indexed citations
10.
Liddy, Mags, Joanne O’Flaherty, & Orla McCormack. (2018). ‘The million-dollar question’ – exploring teachers and ETB staff understanding of characteristic spirit in publicly managed schools in Ireland. Irish Educational Studies. 38(1). 105–119. 9 indexed citations
11.
O’Flaherty, Joanne & Mags Liddy. (2017). The impact of development education and education for sustainable development interventions: a synthesis of the research. Environmental Education Research. 24(7). 1031–1049. 176 indexed citations breakdown →
12.
O’Flaherty, Joanne, Mags Liddy, & Orla McCormack. (2017). ‘The teachers put effort into teaching us about life, and what’s right and what’s wrong’: values and moral education in publicly-managed schools in Ireland. Journal of Beliefs and Values. 39(1). 45–56. 13 indexed citations
13.
Liddy, Mags. (2013). Education About, For, As Development. SHILAP Revista de lepidopterología. 4 indexed citations
14.
Liddy, Mags & Marie Parker‐Jenkins. (2013). Education that Matters. 2 indexed citations
15.
Liddy, Mags. (2012). From marginality to the mainstream: learning from action research for sustainable development. Irish Educational Studies. 31(2). 139–155. 3 indexed citations
16.
O’Flaherty, Joanne, et al.. (2011). Educating engaged citizens: four projects from Ireland. Education + Training. 53(4). 267–283. 7 indexed citations
17.
Liddy, Mags & Joanne O’Flaherty. (2010). Action Research Projects to Integrate Development Education into Initial Teacher Education 2006-2008. 2 indexed citations
18.
Liddy, Mags. (2009). Government support for development education and education for sustainable development. SHILAP Revista de lepidopterología. 1 indexed citations
19.
Tormey, Roland, Mags Liddy, Helen Maguire, & Amanda McCloat. (2008). Working in the action/research nexus for education for sustainable development. International Journal of Sustainability in Higher Education. 9(4). 428–440. 20 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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