Mavis Haigh
About
In The Last Decade
Mavis Haigh
36 papers receiving 564 citations
Peers
Comparison fields: 5 of 66
- Education 549
- Sociology and Political Science 103
- Developmental and Educational Psychology 84
- Human Factors and Ergonomics 49
- Social Psychology 41
Countries citing papers authored by Mavis Haigh
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
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
| # | Title | Journal | Authors | Indexed citations |
|---|---|---|---|---|
| 1 | The Promise and Practice of University Teacher Education | Bloomsbury Publishing Plc eBooks | Alexandra C. Gunn, Mary Hill et al. | 1 |
| 2 | Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach | Larry H. Ludlow, Fiona Ell et al. | 9 | |
| 3 | The influence of an intentional sustained practicum in a low-decile primary school on pre-service teachers’ knowledge of teaching priority learners | Waikato journal of education | Lexie Grudnoff, Mavis Haigh | 0 |
| 4 | Teaching for equity: insights from international evidence with implications for a teacher education curriculum | The Curriculum Journal | Lexie Grudnoff, Mavis Haigh et al. | 14 |
| 5 | Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education | Alexandra C. Gunn, David A. G. Berg et al. | 2 | |
| 6 | Research in the Work of New Zealand Teacher Educators: A CHAT Perspective | Alexandra C. Gunn, David Van Den Berg et al. | 1 | |
| 7 | Assessment for equity: learning how to use evidence to scaffold learning and improve teaching | Assessment in Education Principles Policy and Practice | Mary Hill, Fiona Ell et al. | 11 |
| 8 | 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 | Lexie Grudnoff, Mavis Haigh et al. | 16 |
| 9 | The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory | Asia-Pacific Journal of Teacher Education | Alexandra C. Gunn, Mary Hill et al. | 7 |
| 10 | Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand | Journal of Education for Teaching International Research and Pedagogy | Alexandra C. Gunn, David A. G. Berg et al. | 11 |
| 11 | When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education. | Teacher education quarterly (Claremont, Calif.) | Marilyn Cochran‐Smith, Fiona Ell et al. | 28 |
| 12 | Getting beyond “gut feeling”: understanding how mentors judge readiness to teach | Asia-Pacific Journal of Teacher Education | Fiona Ell, Mavis Haigh | 8 |
| 13 | Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers | Journal of Science Teacher Education | Mavis Haigh, Glenda Anthony | 7 |
| 14 | Compounding Confusion? When Illustrative Practical Work Falls Short of its Purpose—A Case Study | Research in Science Education | Mavis Haigh et al. | 11 |
| 15 | Changing mathematics teachers’ conceptions of assessment and feedback | Teacher Development | Helen Dixon, Mavis Haigh | 32 |
| 16 | ‘Why am I doing these things?’: engaging in classroom‐based inquiry around formative assessment | Journal of In-service Education | Mavis Haigh, Helen Dixon | 9 |
| 17 | Can Investigative Practical Work in High School Biology Foster Creativity? | Research in Science Education | Mavis Haigh | 32 |
| 18 | Problematising Practicum Relationships: Questioning the ‘Taken for Granted’ | Australian Journal of Education | Mavis Haigh, Gillian Ward | 63 |
| 19 | Aspects of Case Study Research | ResearchSpace (University of Auckland) | Mavis Haigh | 1 |
| 20 | “Hands on-minds on”: Introducing openness into senior biology practical work | Research in Science Education | Mavis Haigh | 4 |
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.