Nadine Petersen

733 total citations
44 papers, 371 citations indexed

About

Nadine Petersen is a scholar working on Education, Sociology and Political Science and Public Administration. According to data from OpenAlex, Nadine Petersen has authored 44 papers receiving a total of 371 indexed citations (citations by other indexed papers that have themselves been cited), including 39 papers in Education, 6 papers in Sociology and Political Science and 6 papers in Public Administration. Recurrent topics in Nadine Petersen's work include Teacher Education and Leadership Studies (16 papers), Service-Learning and Community Engagement (10 papers) and Education and Critical Thinking Development (8 papers). Nadine Petersen is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Service-Learning and Community Engagement (10 papers) and Education and Critical Thinking Development (8 papers). Nadine Petersen collaborates with scholars based in South Africa and Finland. Nadine Petersen's co-authors include Sarah Gravett, Elizabeth Henning, Ruksana Osman, Jari Lavonen, Kholeka Constance Moloi, Josef de Beer and Najma Agherdien and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Studies and Journal of Curriculum Studies.

In The Last Decade

Nadine Petersen

41 papers receiving 326 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nadine Petersen South Africa	12	308	59	48	43	27	44	371
Pauline Leonard United States	12	271 0.9×	62 1.1×	61 1.3×	25 0.6×	20 0.7×	20	365
Dawn Garbett New Zealand	9	274 0.9×	73 1.2×	77 1.6×	17 0.4×	37 1.4×	33	374
Cari L. Klecka United States	11	252 0.8×	74 1.3×	30 0.6×	19 0.4×	47 1.7×	15	316
George Koutsouris United Kingdom	11	209 0.7×	66 1.1×	33 0.7×	23 0.5×	27 1.0×	29	334
Laurel Puchner United States	9	263 0.9×	77 1.3×	62 1.3×	27 0.6×	34 1.3×	35	383
Susan Harris United Kingdom	10	265 0.9×	74 1.3×	36 0.8×	47 1.1×	17 0.6×	20	333
Irene Kleanthous United Kingdom	6	179 0.6×	48 0.8×	44 0.9×	10 0.2×	30 1.1×	6	300
Amy Vetter United States	11	215 0.7×	105 1.8×	35 0.7×	18 0.4×	24 0.9×	38	327
Janet Powney United Kingdom	10	190 0.6×	80 1.4×	28 0.6×	31 0.7×	15 0.6×	42	290
Yvon Appleby United Kingdom	9	207 0.7×	61 1.0×	31 0.6×	20 0.5×	62 2.3×	25	321

Countries citing papers authored by Nadine Petersen

Since Specialization

Citations

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

Fields of papers citing papers by Nadine Petersen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nadine Petersen

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

All Works

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20 of 20 papers shown

Petersen, Nadine, et al.. (2023). Infusing 21st-century competencies into scripted foundation phase literacy lessons. South African Journal of Childhood Education. 13(1).

Gravett, Sarah & Nadine Petersen. (2022). Future-Proofing Teacher Education. 3 indexed citations

Petersen, Nadine, et al.. (2022). Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19. South African Journal of Childhood Education. 12(1). 2 indexed citations

Petersen, Nadine, et al.. (2021). Foundation phase teachers’ views of the involvement of male caregivers in young children’s education. South African Journal of Childhood Education. 11(1). 1 indexed citations

Petersen, Nadine, et al.. (2021). Student teachers’ situational engagement during teaching practice in Finland and South Africa. The Teacher Educator. 57(3). 255–279. 8 indexed citations

Gravett, Sarah, et al.. (2019). A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching. Frontiers in Education. 3. 17 indexed citations

Lavonen, Jari, et al.. (2018). A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg. European Journal of Teacher Education. 42(1). 4–18. 11 indexed citations

Petersen, Nadine. (2017). The liminality of new foundation phase teachers: Transitioning from university into the teaching profession. South African Journal of Education. 37(2). 1–9. 19 indexed citations

Petersen, Nadine, et al.. (2016). Online supplementary mathematics tuition in a first-year childhood teacher education programme. South African Journal of Childhood Education. 5(3). 4 indexed citations

10.

Henning, Elizabeth, et al.. (2015). University-affiliated schools as sites for research learning in pre-service teacher education. South African Journal of Education. 35(1). 1–8. 15 indexed citations

11.

Petersen, Nadine. (2014). The ‘good’, the ‘bad’ and the ‘ugly’? Views on male teachers in foundation phase education. South African Journal of Education. 34(1). 1–13. 37 indexed citations

12.

Petersen, Nadine. (2014). Childhood education student teachers responses to a simulation game on food security. South African Journal of Childhood Education. 4(1). 4 indexed citations

13.

Gravett, Sarah, et al.. (2014). Integrating foundation phase teacher education with a ‘teaching school’ at the University of Johannesburg. Education as Change. 18(sup1). S107–S119. 20 indexed citations

14.

Petersen, Nadine. (2012). The experiences of women academics in a male-dominated environment.

15.

Petersen, Nadine, et al.. (2011). Use of a simulation game for HIV/AIDS education with pre-service teachers. African Journal of AIDS Research. 10(1). 73–81. 6 indexed citations

16.

Petersen, Nadine & Elizabeth Henning. (2010). Design Refinement Tools for a Teacher Education Curriculum: The Example of a Service Learning Course.. Perspectives in Education. 28(4). 61–71. 9 indexed citations

17.

Gravett, Sarah & Nadine Petersen. (2007). ‘You just try to find your own way’: the experience of newcomers to academia. International Journal of Lifelong Education. 26(2). 193–207. 22 indexed citations

18.

Petersen, Nadine. (2007). Pre-service teacher education students' engagement with care and social justice in a service learning module. Education as Change. 11(3). 169–181. 13 indexed citations

19.

Gravett, Sarah & Nadine Petersen. (2002). Structuring Dialogue with Students via Learning Tasks. Innovative Higher Education. 26(4). 281–291. 25 indexed citations

20.

Petersen, Nadine. (1986). Dissection on a Micro Scale.. The Science Teacher. 53(8). 19–21. 2 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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