Orhan Ağırdağ

2.6k total citations
81 papers, 1.6k citations indexed

About

Orhan Ağırdağ is a scholar working on Education, Linguistics and Language and Sociology and Political Science. According to data from OpenAlex, Orhan Ağırdağ has authored 81 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 61 papers in Education, 27 papers in Linguistics and Language and 21 papers in Sociology and Political Science. Recurrent topics in Orhan Ağırdağ's work include Multilingual Education and Policy (27 papers), Parental Involvement in Education (22 papers) and Global Education and Multiculturalism (17 papers). Orhan Ağırdağ is often cited by papers focused on Multilingual Education and Policy (27 papers), Parental Involvement in Education (22 papers) and Global Education and Multiculturalism (17 papers). Orhan Ağırdağ collaborates with scholars based in Belgium, Netherlands and United States. Orhan Ağırdağ's co-authors include Mieke Van Houtte, Piet Van Avermaet, Dimokritos Kavadias, Michael S. Merry, Jannick Demanet, Karmijn van de Oudeweetering, Esli Struys, Gudrun Vanlaar, Jozefien De Leersnyder and Patrick Loobuyck and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Orhan Ağırdağ

78 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Orhan Ağırdağ Belgium 20 922 509 469 267 244 81 1.6k
Rebecca Rogers United States 21 1.0k 1.1× 718 1.4× 359 0.8× 629 2.4× 222 0.9× 68 1.8k
Angela Valenzuela United States 12 1.6k 1.8× 965 1.9× 396 0.8× 204 0.8× 146 0.6× 38 2.1k
Arnetha F. Ball United States 20 971 1.1× 564 1.1× 586 1.2× 446 1.7× 359 1.5× 42 1.7k
Patricia Baquedano‐López United States 12 1.1k 1.2× 435 0.9× 813 1.7× 579 2.2× 538 2.2× 26 2.1k
A. Lin Goodwin United States 21 1.9k 2.1× 837 1.6× 213 0.5× 200 0.7× 150 0.6× 71 2.3k
Teresa L. McCarty United States 24 907 1.0× 503 1.0× 955 2.0× 565 2.1× 399 1.6× 82 2.0k
Helen Nixon Australia 14 940 1.0× 410 0.8× 194 0.4× 625 2.3× 252 1.0× 42 1.5k
K. Yağmur Netherlands 22 274 0.3× 339 0.7× 610 1.3× 207 0.8× 371 1.5× 86 1.2k
Ray McDermott United States 16 644 0.7× 322 0.6× 177 0.4× 162 0.6× 183 0.8× 41 1.2k
Henry T. Trueba United States 16 863 0.9× 446 0.9× 431 0.9× 258 1.0× 297 1.2× 51 1.4k

Countries citing papers authored by Orhan Ağırdağ

Since Specialization
Citations

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

Fields of papers citing papers by Orhan Ağırdağ

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Orhan Ağırdağ

This figure shows the co-authorship network connecting the top 25 collaborators of Orhan Ağırdağ. A scholar is included among the top collaborators of Orhan Ağırdağ 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 Orhan Ağırdağ. Orhan Ağırdağ 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.
Liu, Qian, et al.. (2024). Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students. British Educational Research Journal. 50(4). 1676–1700. 1 indexed citations
2.
Leersnyder, Jozefien De, et al.. (2024). Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach. Journal of School Psychology. 107. 101378–101378. 2 indexed citations
3.
Ramaekers, Stefan, et al.. (2024). Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide. Linguistics and Education. 81. 101308–101308.
4.
Ağırdağ, Orhan, et al.. (2023). School diversity models revisited: A plea and first evidence for a domain specific approach. Social Psychology of Education. 26(4). 1127–1179. 6 indexed citations
5.
6.
7.
Leersnyder, Jozefien De, Seval Gündemir, & Orhan Ağırdağ. (2021). Diversity approaches matter in international classrooms: how a multicultural approach buffers against cultural misunderstandings and encourages inclusion and psychological safety. Studies in Higher Education. 47(9). 1903–1920. 22 indexed citations
8.
Simons, Maarten, et al.. (2021). Citizenship-as-competence, what else ? Why European citizenship education policy threatens to fall short of its aims. European Educational Research Journal. 21(3). 484–503. 12 indexed citations
9.
Oudeweetering, Karmijn van de & Orhan Ağırdağ. (2018). MOOCs as accelerators of social mobility? A systematic review. Educational Technology & Society. 21(1). 1–11. 35 indexed citations
10.
Kavadias, Dimokritos, et al.. (2017). Immigrant students’ educational expectations: the role of religious affiliation and practice. Journal of Beliefs and Values. 39(1). 86–104. 4 indexed citations
11.
Praag, Lore Van, Sven Sierens, Orhan Ağırdağ, et al.. (2016). Haal meer uit meertaligheid : omgaan met talige diversiteit in het basisonderwijs. Ghent University Academic Bibliography (Ghent University). 3 indexed citations
12.
Ağırdağ, Orhan, et al.. (2015). Trends in pre-school enrolment in Turkey: unequal access and differential consequences. Comparative Education. 51(4). 537–554. 19 indexed citations
13.
Ağırdağ, Orhan. (2014). Onderwijsongelijkheid Evidence-Based Aanpakken: Eentalige Taalremediëring of Meertalige Taalvalorisering?. UvA-DARE (University of Amsterdam). 2014(4). 85–94. 1 indexed citations
14.
Ağırdağ, Orhan, Piet Van Avermaet, & Mieke Van Houtte. (2013). School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies. Teachers College Record The Voice of Scholarship in Education. 115(3). 1–50. 99 indexed citations
15.
Ağırdağ, Orhan & Mieke Van Houtte. (2011). A tale of two cities: bridging families and schools. Lirias (KU Leuven). 12 indexed citations
16.
Ağırdağ, Orhan & Mieke Van Houtte. (2011). Pygmalion goes to organizational-level: a multi-method study on the mediating role of self-fulfilling prophecies in explaining the impact of school segregation. Ghent University Academic Bibliography (Ghent University). 1 indexed citations
17.
Ağırdağ, Orhan, Patrick Loobuyck, & Mieke Van Houtte. (2011). Samen staan we sterk: (de)segregatie in het onderwijs. Lirias (KU Leuven). 1 indexed citations
18.
Ağırdağ, Orhan, et al.. (2011). Het verband tussen islamitische religie, religiositeit en onderwijsprestaties. SHILAP Revista de lepidopterología. 88(5). 339–353. 6 indexed citations
19.
Ağırdağ, Orhan. (2009). All Languages Welcomed Here. Educational leadership. 66(7). 20–25. 13 indexed citations
20.
Ağırdağ, Orhan. (2008). Voorbij wij en zij?: de sociaal-culturele afstand tussen autochtonen en allochtonen tegen de meetlat. Ghent University Academic Bibliography (Ghent University). 6 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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