Pauline Rea‐Dickins
About
In The Last Decade
Pauline Rea‐Dickins
32 papers receiving 615 citations
Peers
Comparison fields: 5 of 39
- Education 483
- Language and Linguistics 425
- Literature and Literary Theory 364
- Developmental and Educational Psychology 200
- Linguistics and Language 118
Countries citing papers authored by Pauline Rea‐Dickins
This map shows the geographic impact of Pauline Rea‐Dickins'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 Pauline Rea‐Dickins with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Pauline Rea‐Dickins more than expected).
Fields of papers citing papers by Pauline Rea‐Dickins
This network shows the impact of papers produced by Pauline Rea‐Dickins. 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 Pauline Rea‐Dickins. The network helps show where Pauline Rea‐Dickins may publish in the future.
Co-authorship network of co-authors of Pauline Rea‐Dickins
This figure shows the co-authorship network connecting the top 25 collaborators of Pauline Rea‐Dickins. A scholar is included among the top collaborators of Pauline Rea‐Dickins 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 Pauline Rea‐Dickins. Pauline Rea‐Dickins is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 1 | |
| 3 | Uses and impact of test scores in university admissions processes: the language test as the ‘hard’ criterion | 2 |
| 4 | 8 | |
| 5 | 27 | |
| 6 | 26 | |
| 7 | Learning or measuring?: Exploring teacher decision-making in planning for classroom-based assessment | 6 |
| 8 | Student identity, learning and progression: the affective and academic impact of IELTS on ‘successful’ candidates | 16 |
| 9 | 23 | |
| 10 | Currents and eddies in the discourse of assessment: a learning-focused | 1 |
| 11 | 28 | |
| 12 | 100 | |
| 13 | 20 | |
| 14 | 16 | |
| 15 | 13 | |
| 16 | Fossilisation or Evolution: The Case of Grammar Testing | 2 |
| 17 | 24 | |
| 18 | 7 | |
| 19 | Evaluation for development in English language teaching | 1 |
| 20 | 13 |
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.