Mirjam Steffensky

903 total citations
35 papers, 549 citations indexed

About

Mirjam Steffensky is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Mirjam Steffensky has authored 35 papers receiving a total of 549 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 10 papers in Developmental and Educational Psychology and 7 papers in Sociology and Political Science. Recurrent topics in Mirjam Steffensky's work include Science Education and Pedagogy (14 papers), Education Methods and Technologies (8 papers) and Teacher Education and Leadership Studies (7 papers). Mirjam Steffensky is often cited by papers focused on Science Education and Pedagogy (14 papers), Education Methods and Technologies (8 papers) and Teacher Education and Leadership Studies (7 papers). Mirjam Steffensky collaborates with scholars based in Germany, Switzerland and Cyprus. Mirjam Steffensky's co-authors include Kornelia Möller, Bernadette Gold, Thilo Kleickmann, Yvonne Anders, Elisa Oppermann, Claus H. Carstensen, Eva-Maria Lankes, Maria Todorova, Anna‐Katharina Praetorius and Ilka Parchmann and has published in prestigious journals such as Journal of Educational Psychology, Teaching and Teacher Education and Journal of Research in Science Teaching.

In The Last Decade

Mirjam Steffensky

32 papers receiving 521 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mirjam Steffensky Germany 11 463 170 63 63 62 35 549
Sibel Kaya Türkiye 12 292 0.6× 109 0.6× 53 0.8× 48 0.8× 30 0.5× 43 383
Anthony J Gabriele United States 10 401 0.9× 148 0.9× 71 1.1× 66 1.0× 61 1.0× 18 496
Mareike Kobarg Germany 7 463 1.0× 140 0.8× 65 1.0× 62 1.0× 95 1.5× 10 552
Benny Hin Wai Yung Hong Kong 14 418 0.9× 160 0.9× 40 0.6× 27 0.4× 60 1.0× 16 469
Vickie E. Lake United States 11 386 0.8× 106 0.6× 45 0.7× 19 0.3× 95 1.5× 33 473
Mary Pittman United States 5 668 1.4× 175 1.0× 28 0.4× 42 0.7× 82 1.3× 8 740
Marcia B. Imbeau United States 8 472 1.0× 94 0.6× 26 0.4× 55 0.9× 53 0.9× 13 574
S. Michael Putman United States 11 347 0.7× 106 0.6× 48 0.8× 17 0.3× 59 1.0× 27 438
Kwok Wai Chan Hong Kong 9 474 1.0× 265 1.6× 57 0.9× 48 0.8× 66 1.1× 11 546
Xinrong Yang China 12 586 1.3× 153 0.9× 60 1.0× 88 1.4× 45 0.7× 27 671

Countries citing papers authored by Mirjam Steffensky

Since Specialization
Citations

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

Fields of papers citing papers by Mirjam Steffensky

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mirjam Steffensky

This figure shows the co-authorship network connecting the top 25 collaborators of Mirjam Steffensky. A scholar is included among the top collaborators of Mirjam Steffensky 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 Mirjam Steffensky. Mirjam Steffensky 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.
Praetorius, Anna‐Katharina, Charalambos Y. Charalambous, Svenja Vieluf, et al.. (2025). Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research. School Effectiveness and School Improvement. 36(2). 314–334. 2 indexed citations
2.
Herbert, Benjamin, et al.. (2025). Critical examination of the measurement quality of student outcomes: a systematic review. School Effectiveness and School Improvement. 36(2). 211–241. 9 indexed citations
3.
Steffensky, Mirjam, et al.. (2025). The quality of parent–child interactions in science and associations with children's science learning: A systematic review. Review of Education. 13(2). 1 indexed citations
4.
Oppermann, Elisa, et al.. (2025). The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning. Science Education. 109(5). 1365–1383.
5.
6.
Steffensky, Mirjam, et al.. (2024). The science-specific home learning environment of elementary school children – how are science experiences and science talk associated with the children’s science achievement?. Research in Science & Technological Education. 43(3). 976–995. 2 indexed citations
7.
Todorova, Maria, et al.. (2023). Development of professional vision and pedagogical content knowledge during initial teacher education. International Journal of Educational Research. 119. 102186–102186. 5 indexed citations
8.
Harms, Ute, et al.. (2021). School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?. Journal of Research in Science Teaching. 59(2). 285–326. 7 indexed citations
9.
Kleickmann, Thilo, Mirjam Steffensky, & Anna‐Katharina Praetorius. (2020). Quality of teaching in science education: more than three basic dimensions?. Zurich Open Repository and Archive (University of Zurich). 19 indexed citations
10.
11.
Anders, Yvonne, Ilonca Hardy, Miriam Leuchter, et al.. (2019). Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder. Verlag Barbara Budrich eBooks. 3 indexed citations
12.
Anders, Yvonne & Mirjam Steffensky. (2019). Frühe naturwissenschaftliche Bildung. Frühe Bildung. 8(1). 1–2. 2 indexed citations
13.
14.
Möller, Kornelia, et al.. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education. 66. 158–170. 174 indexed citations
15.
Kleinknecht, Marc & Mirjam Steffensky. (2016). Wirkungen videobasierter Lernumgebungen auf die professionelle Kompetenz und das Handeln (angehender) Lehrpersonen. Ein Überblick zu Ergebnissen aus aktuellen (quasi-)experimentellen Studien. Unterrichtswissenschaft. 44(4). 305–321.
16.
Möller, Kornelia, et al.. (2015). Professionelle Wahrnehmung der Lernunterstützung im naturwissenschaftlichen Grundschulunterricht. Unterrichtswissenschaft. 3 indexed citations
17.
Kleickmann, Thilo, Jörg Großschedl, Ute Harms, et al.. (2014). Professionswissen von Lehramtsstudierenden der mathematisch-naturwissenschaftlichen Fächer - Testentwicklung im Rahmen des Projekts KiL. 13 indexed citations
18.
Steffensky, Mirjam, et al.. (2012). Alltagssituationen und Experimente: Was sind geeignete naturwissenschaftliche Lerngelegenheiten für Kindergartenkinder?. Zeitschrift für Erziehungswissenschaft. 15(1). 37–54. 10 indexed citations
19.
Carstensen, Claus H., Eva-Maria Lankes, & Mirjam Steffensky. (2011). Ein Modell zur Erfassung naturwissenschaftlicher Kompetenz im Kindergarten. Zeitschrift für Erziehungswissenschaft. 14(4). 651–669. 5 indexed citations
20.
Steffensky, Mirjam & Ilka Parchmann. (2007). The project CHEMOL: Science education for children - Teacher education for students!. Chemistry Education Research and Practice. 8(2). 120–129. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Sibel Kaya Breakdown of academic impact, for papers by Anthony J Gabriele Breakdown of academic impact, for papers by Mareike Kobarg Breakdown of academic impact, for papers by Benny Hin Wai Yung Breakdown of academic impact, for papers by Vickie E. Lake Breakdown of academic impact, for papers by Mary Pittman Breakdown of academic impact, for papers by Marcia B. Imbeau Breakdown of academic impact, for papers by S. Michael Putman Breakdown of academic impact, for papers by Kwok Wai Chan Breakdown of academic impact, for papers by Xinrong Yang
Rankless by CCL
2026