Mavis Haigh

1.1k total citations
37 papers, 650 citations indexed

About

Mavis Haigh is a scholar working on Education, Human Factors and Ergonomics and Political Science and International Relations. According to data from OpenAlex, Mavis Haigh has authored 37 papers receiving a total of 650 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 5 papers in Human Factors and Ergonomics and 4 papers in Political Science and International Relations. Recurrent topics in Mavis Haigh's work include Teacher Education and Leadership Studies (25 papers), Collaborative Teaching and Inclusion (8 papers) and Education Systems and Policy (7 papers). Mavis Haigh is often cited by papers focused on Teacher Education and Leadership Studies (25 papers), Collaborative Teaching and Inclusion (8 papers) and Education Systems and Policy (7 papers). Mavis Haigh collaborates with scholars based in New Zealand, United States and Canada. Mavis Haigh's co-authors include Fiona Ell, Mary Hill, Lexie Grudnoff, Larry H. Ludlow, Marilyn Cochran‐Smith, Gillian Ward, Helen Dixon, Glenda Anthony, Ruth Kane and Bev France and has published in prestigious journals such as Teaching and Teacher Education, Studies in Higher Education and International Journal of Science Education.

In The Last Decade

Mavis Haigh

36 papers receiving 564 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mavis Haigh New Zealand 14 549 103 84 49 41 37 650
Fiona Ell New Zealand 13 527 1.0× 130 1.3× 77 0.9× 40 0.8× 33 0.8× 37 638
Lexie Grudnoff New Zealand 14 670 1.2× 156 1.5× 90 1.1× 60 1.2× 49 1.2× 37 795
Virginie März Belgium 13 427 0.8× 107 1.0× 80 1.0× 62 1.3× 42 1.0× 39 523
Mieke Clement Belgium 11 513 0.9× 71 0.7× 88 1.0× 44 0.9× 54 1.3× 32 611
Mark Boylan United Kingdom 13 467 0.9× 109 1.1× 90 1.1× 60 1.2× 29 0.7× 39 601
Gerry Czerniawski United Kingdom 10 391 0.7× 94 0.9× 55 0.7× 48 1.0× 50 1.2× 24 483
Linda Hammersley‐Fletcher United Kingdom 13 559 1.0× 51 0.5× 88 1.0× 44 0.9× 47 1.1× 34 661
Jon Snyder United States 11 723 1.3× 85 0.8× 79 0.9× 29 0.6× 36 0.9× 45 832
Terri Bourke Australia 15 488 0.9× 201 2.0× 69 0.8× 29 0.6× 23 0.6× 53 629
Bill Boyle United Kingdom 10 454 0.8× 51 0.5× 109 1.3× 27 0.6× 42 1.0× 30 557

Countries citing papers authored by Mavis Haigh

Since Specialization
Citations

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

Fields of papers citing papers by Mavis Haigh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mavis Haigh

This figure shows the co-authorship network connecting the top 25 collaborators of Mavis Haigh. A scholar is included among the top collaborators of Mavis Haigh 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 Mavis Haigh. Mavis Haigh 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.
Gunn, Alexandra C., Mary Hill, David A. G. Berg, & Mavis Haigh. (2020). The Promise and Practice of University Teacher Education. Bloomsbury Publishing Plc eBooks. 1 indexed citations
2.
Ludlow, Larry H., Fiona Ell, Marilyn Cochran‐Smith, et al.. (2017). Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach. 14(1). 9 indexed citations
3.
4.
Grudnoff, Lexie, Mavis Haigh, Mary Hill, et al.. (2017). Teaching for equity: insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal. 28(3). 305–326. 14 indexed citations
5.
Gunn, Alexandra C., David A. G. Berg, Mavis Haigh, & Mary Hill. (2016). Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education. 2 indexed citations
6.
Gunn, Alexandra C., David Van Den Berg, Mavis Haigh, & Mary Hill. (2016). Research in the Work of New Zealand Teacher Educators: A CHAT Perspective. 1 indexed citations
7.
Hill, Mary, Fiona Ell, Lexie Grudnoff, et al.. (2016). Assessment for equity: learning how to use evidence to scaffold learning and improve teaching. Assessment in Education Principles Policy and Practice. 24(2). 185–204. 11 indexed citations
8.
Grudnoff, Lexie, Mavis Haigh, Mary Hill, et al.. (2016). Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand. Journal of Education for Teaching International Research and Pedagogy. 42(4). 451–467. 16 indexed citations
9.
Gunn, Alexandra C., Mary Hill, David A. G. Berg, & Mavis Haigh. (2016). The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory. Asia-Pacific Journal of Teacher Education. 44(4). 306–319. 7 indexed citations
10.
Gunn, Alexandra C., David A. G. Berg, Mary Hill, & Mavis Haigh. (2015). Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand. Journal of Education for Teaching International Research and Pedagogy. 41(3). 307–320. 11 indexed citations
11.
Cochran‐Smith, Marilyn, Fiona Ell, Lexie Grudnoff, et al.. (2014). When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education.. Teacher education quarterly (Claremont, Calif.). 41(1). 105–122. 28 indexed citations
12.
Ell, Fiona & Mavis Haigh. (2014). Getting beyond “gut feeling”: understanding how mentors judge readiness to teach. Asia-Pacific Journal of Teacher Education. 43(2). 143–155. 8 indexed citations
13.
Haigh, Mavis & Glenda Anthony. (2012). Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers. Journal of Science Teacher Education. 23(6). 651–671. 7 indexed citations
14.
Haigh, Mavis, et al.. (2011). Compounding Confusion? When Illustrative Practical Work Falls Short of its Purpose—A Case Study. Research in Science Education. 42(5). 967–984. 11 indexed citations
15.
Dixon, Helen & Mavis Haigh. (2009). Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development. 13(2). 173–186. 32 indexed citations
16.
Haigh, Mavis & Helen Dixon. (2007). ‘Why am I doing these things?’: engaging in classroom‐based inquiry around formative assessment. Journal of In-service Education. 33(3). 359–376. 9 indexed citations
17.
Haigh, Mavis. (2006). Can Investigative Practical Work in High School Biology Foster Creativity?. Research in Science Education. 37(2). 123–140. 32 indexed citations
18.
Haigh, Mavis & Gillian Ward. (2004). Problematising Practicum Relationships: Questioning the ‘Taken for Granted’. Australian Journal of Education. 48(2). 134–148. 63 indexed citations
19.
Haigh, Mavis. (2001). Aspects of Case Study Research. ResearchSpace (University of Auckland). 1 indexed citations
20.
Haigh, Mavis. (1993). “Hands on-minds on”: Introducing openness into senior biology practical work. Research in Science Education. 23(1). 110–117. 4 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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