Mark Hackling

1.6k total citations
54 papers, 1.2k citations indexed

About

Mark Hackling is a scholar working on Education, General Agricultural and Biological Sciences and Developmental and Educational Psychology. According to data from OpenAlex, Mark Hackling has authored 54 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 43 papers in Education, 14 papers in General Agricultural and Biological Sciences and 13 papers in Developmental and Educational Psychology. Recurrent topics in Mark Hackling's work include Science Education and Pedagogy (23 papers), Diverse Educational Innovations Studies (14 papers) and Education Systems and Policy (14 papers). Mark Hackling is often cited by papers focused on Science Education and Pedagogy (23 papers), Diverse Educational Innovations Studies (14 papers) and Education Systems and Policy (14 papers). Mark Hackling collaborates with scholars based in Australia, South Sudan and United States. Mark Hackling's co-authors include Patrick J. Garnett, Denis Goodrum, Léonie J. Rennie, David F. Treagust, Vaughan Prain, Angela Fitzgerald, Vaille Dawson, R.W. FAIRBROTHER, Karen Murcia and P. Sean Smith and has published in prestigious journals such as SHILAP Revista de lepidopterología, Australasian Journal of Paramedicine and Journal of Research in Science Teaching.

In The Last Decade

Mark Hackling

51 papers receiving 924 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mark Hackling Australia 16 1.0k 447 169 115 91 54 1.2k
Wobbe de Vos Netherlands 15 1.1k 1.1× 481 1.1× 224 1.3× 107 0.9× 72 0.8× 20 1.3k
Jazlin Ebenezer United States 18 1.1k 1.1× 550 1.2× 144 0.9× 85 0.7× 149 1.6× 43 1.2k
Eugene L. Chiappetta United States 12 1.0k 1.0× 422 0.9× 70 0.4× 113 1.0× 111 1.2× 28 1.2k
Marilyne Stains United States 23 1.4k 1.4× 448 1.0× 207 1.2× 38 0.3× 100 1.1× 62 1.6k
Marissa Rollnick South Africa 18 937 0.9× 408 0.9× 72 0.4× 53 0.5× 52 0.6× 53 1.1k
Ian Abrahams United Kingdom 11 905 0.9× 434 1.0× 44 0.3× 65 0.6× 118 1.3× 38 1.1k
Carolyn J. Boulter United Kingdom 6 627 0.6× 378 0.8× 83 0.5× 39 0.3× 101 1.1× 14 784
Rosemary S. Russ United States 16 1.2k 1.2× 845 1.9× 86 0.5× 41 0.4× 82 0.9× 43 1.5k
Carolyn W. Keys United States 11 1.0k 1.0× 647 1.4× 48 0.3× 141 1.2× 55 0.6× 14 1.2k
Dorothy Gabel United States 19 1.5k 1.5× 788 1.8× 357 2.1× 131 1.1× 139 1.5× 53 1.7k

Countries citing papers authored by Mark Hackling

Since Specialization
Citations

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

Fields of papers citing papers by Mark Hackling

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Hackling

This figure shows the co-authorship network connecting the top 25 collaborators of Mark Hackling. A scholar is included among the top collaborators of Mark Hackling 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 Mark Hackling. Mark Hackling 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.
Hackling, Mark, et al.. (2020). Professional Learning in Reading Instruction: The Influence of Context on Engagement and Enactment. ˜The œAustralian journal of teacher education. 45(6). 76–94. 1 indexed citations
2.
Hackling, Mark. (2016). Think Piece: Preparing today’s children for the workplaces of tomorrow: The critical role of STEM education. Australasian Journal of Paramedicine. 23(3). 4 indexed citations
3.
Smith, P. Sean, et al.. (2016). Supporting Teachers to Develop Substantive Discourse in Primary Science Classrooms. ˜The œAustralian journal of teacher education. 41(4). 151–173. 15 indexed citations
4.
Hackling, Mark, et al.. (2015). Language-Based Reasoning in Primary Science. Australasian Journal of Paramedicine. 61(2). 14–25. 4 indexed citations
5.
Hackling, Mark, et al.. (2015). A Pedagogical Model for Engaging Aboriginal Children with Science Learning.. Australasian Journal of Paramedicine. 61(1). 27–39. 5 indexed citations
6.
Murcia, Karen, et al.. (2013). Slowmation: A Multimodal Strategy for Engaging Children with Primary Science.. Research Online (Edith Cowan University). 59(4). 14–20. 12 indexed citations
7.
Hackling, Mark, et al.. (2013). Teacher orchestration of multimodal resources to support the construction of an explanation in a year 4 astronomy topic. Australasian Journal of Paramedicine. 59(1). 7. 5 indexed citations
8.
Mildenhall, Paula & Mark Hackling. (2012). The Impact of a Professional Learning Intervention Designed to Enhance Year Six Students' Computational Estimation Performance.. Australasian Journal of Paramedicine. 1 indexed citations
9.
Hackling, Mark & Caroline Barratt-Pugh. (2012). Science of Materials: A Case Study of Intentional Teaching in the Early Years.. Australasian Journal of Paramedicine. 58(2). 14–19. 2 indexed citations
10.
Hackling, Mark, P. Sean Smith, & Karen Murcia. (2011). Enhancing Classroom Discourse in Primary Science: The Puppets Project.. Edith Cowan University Research Online (Edith Cowan University). 57(2). 18–25. 13 indexed citations
11.
Hackling, Mark, P. Sean Smith, & Karen Murcia. (2010). Talking Science: Developing a Discourse of Inquiry. Australasian Journal of Paramedicine. 56(1). 17–22. 13 indexed citations
12.
Fitzgerald, Angela, Vaille Dawson, & Mark Hackling. (2009). Perceptions and pedagogy: exploring the beliefs and practices of an effective primary science teacher. Australasian Journal of Paramedicine. 55(3). 19–22. 11 indexed citations
13.
Hackling, Mark. (2009). Laboratory Technicians in Australian Secondary Schools. Australasian Journal of Paramedicine. 55(3). 34–39. 4 indexed citations
14.
Hackling, Mark, et al.. (2007). Primary Connections: reforming science teaching in Australian primary schools. Australasian Journal of Paramedicine. 37 indexed citations
15.
Lokan, Jan, et al.. (2006). Teaching Science in Australia : Results from the TIMSS 1999 Video Study. ACEReSearch (Australian Council for Educational Research). 8 indexed citations
16.
Hackling, Mark, Denis Goodrum, & Léonie J. Rennie. (2001). The state of science in Australian secondary schools. Australasian Journal of Paramedicine. 47(4). 37 indexed citations
17.
Hackling, Mark & R.W. FAIRBROTHER. (1996). Helping Students To Do Open Investigations in Science.. Australian science teachers journal. 42(4). 26–33. 16 indexed citations
18.
Hackling, Mark & Patrick J. Garnett. (1995). The Development of Expertise in Science Investigation Skills.. Australian science teachers journal. 41(4). 80–85. 8 indexed citations
19.
Hackling, Mark & Patrick J. Garnett. (1993). Effect of context and gender on application of Science Investigation Skills. Research in Science Education. 23(1). 104–109. 2 indexed citations
20.
Hackling, Mark & Patrick J. Garnett. (1991). Primary and secondary school students' attainment of science investigation skills. Research in Science Education. 21(1). 161–170. 10 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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