Peder Haug

1.2k total citations · 1 hit paper
46 papers, 634 citations indexed

About

Peder Haug is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Peder Haug has authored 46 papers receiving a total of 634 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 16 papers in Developmental and Educational Psychology and 15 papers in Social Psychology. Recurrent topics in Peder Haug's work include Education, Healthcare and Sociology Research (15 papers), Educational and Psychological Assessments (14 papers) and Social and Educational Sciences (11 papers). Peder Haug is often cited by papers focused on Education, Healthcare and Sociology Research (15 papers), Educational and Psychological Assessments (14 papers) and Social and Educational Sciences (11 papers). Peder Haug collaborates with scholars based in Norway and Russia. Peder Haug's co-authors include Thomas A. Schwandt, Jan Tøssebro, Niels Egelund, Elaine Munthe, Tone Dyrdal Solbrekke, Berit Askling, Yngve Nordkvelle, Tone Kvernbekk, Kirsten Hofgaard Lycke and Gunn Imsen and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Educational Research and European Journal of Special Needs Education.

In The Last Decade

Peder Haug

42 papers receiving 529 citations

Hit Papers

Understanding inclusive education: ideals and reality 2016 2026 2019 2022 2016 100 200 300
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Understanding inclusive education: ideals and reality
    2016 307 citations Peder Haug profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peder Haug Norway 12 447 153 126 110 95 46 634
Norma Nel South Africa 12 442 1.0× 119 0.8× 153 1.2× 140 1.3× 90 0.9× 33 653
Nataša Pantić United Kingdom 13 662 1.5× 196 1.3× 65 0.5× 65 0.6× 41 0.4× 32 800
Elizabeth Walton South Africa 15 502 1.1× 167 1.1× 191 1.5× 81 0.7× 85 0.9× 52 675
Jennifer A. Vadeboncoeur Canada 14 395 0.9× 150 1.0× 75 0.6× 70 0.6× 63 0.7× 55 565
Manuel Madriaga United Kingdom 10 280 0.6× 165 1.1× 244 1.9× 57 0.5× 83 0.9× 24 586
Mirna Nel South Africa 11 782 1.7× 303 2.0× 284 2.3× 171 1.6× 153 1.6× 26 1.0k
Kyriaki Messiou United Kingdom 18 905 2.0× 503 3.3× 245 1.9× 88 0.8× 127 1.3× 37 1.1k
Beverly S. Faircloth United States 10 607 1.4× 199 1.3× 154 1.2× 106 1.0× 150 1.6× 15 813
Simoni Symeonidou Cyprus 15 359 0.8× 211 1.4× 209 1.7× 58 0.5× 86 0.9× 36 564
Mary Anne Raywid United States 16 697 1.6× 111 0.7× 99 0.8× 84 0.8× 59 0.6× 73 874

Countries citing papers authored by Peder Haug

Since Specialization
Citations

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

Fields of papers citing papers by Peder Haug

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peder Haug

This figure shows the co-authorship network connecting the top 25 collaborators of Peder Haug. A scholar is included among the top collaborators of Peder Haug 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 Peder Haug. Peder Haug 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.
Haug, Peder. (2020). ‘It is impossible to avoid policy’ comment on Mel Ainscow: promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy. 6(1). 17–20. 11 indexed citations
2.
Haug, Peder. (2017). Kva spesialundervisning handlar om. 20–31. 1 indexed citations
3.
Haug, Peder. (2017). Spesialundervisning, læringsmiljø og inkludering. SHILAP Revista de lepidopterología. 11(1). 41–62. 2 indexed citations
4.
Haug, Peder, et al.. (2016). Kvalitet i opplæringen for elever med utviklingshemming. BIBSYS Brage (BIBSYS (Norway)). 2 indexed citations
5.
Haug, Peder. (2016). Ein likeverdig skule i framtida?. SHILAP Revista de lepidopterología. 2(0). 4 indexed citations
6.
Haug, Peder. (2015). Seksåringsreforma - Om innføringa av seks års alder for skulestart og tiårig obligatorisk grunnskule. Norsk pedagogisk tidsskrift. 99(6). 403–416. 1 indexed citations
7.
Haug, Peder. (2015). Spesialundervisning og ordinær opplæring. SHILAP Revista de lepidopterología. 1(0). 5 indexed citations
8.
Haug, Peder. (2014). The practices of dealing with children with special needs in school: a Norwegian perspective. Emotional and Behavioural Difficulties. 19(3). 296–310. 14 indexed citations
9.
Haug, Peder. (2014). The public–private partnership in ECEC provision in Norway. European Early Childhood Education Research Journal. 22(3). 366–378. 11 indexed citations
10.
Haug, Peder, et al.. (2013). Consequences of staff composition in Norwegian kindergarten. SHILAP Revista de lepidopterología. 6. 21 indexed citations
11.
Haug, Peder. (2011). Klasseromforsking. Kunnskapsstatus og konsekvensar for lærarrolla og lærarutdanning.. Duo Research Archive (University of Oslo). 1 indexed citations
12.
Haug, Peder. (2011). God opplæring for alle – eit felles ansvar. Norsk pedagogisk tidsskrift. 95(2). 129–140. 2 indexed citations
13.
Haug, Peder. (2009). Evaluating external expert panel evaluation. Nordic Studies in Education. 29(2). 210–220. 1 indexed citations
14.
Askling, Berit, et al.. (2009). Assessing Educational Quality: Knowledge Production and the Role of Experts. ENQA Workshop Report 6.. 3 indexed citations
15.
Haug, Peder & Tone Dyrdal Solbrekke. (2004). Evalueringa av Reform 97. Norsk pedagogisk tidsskrift. 88(4). 245–247. 5 indexed citations
16.
Haug, Peder. (2004). Sentrale resultat frå evalueringa av Reform 97. Norsk pedagogisk tidsskrift. 88(4). 248–263. 17 indexed citations
17.
Haug, Peder. (2003). Har spesialundervisninga ein plass i skulen for alle?. 81(2). 86–94. 1 indexed citations
18.
Haug, Peder & Jan Tøssebro. (1999). Norwegian Research Programme Introduction. European Journal of Special Needs Education. 14(2). 132–134. 1 indexed citations
19.
Haug, Peder. (1996). Evaluation of Government Reforms. Evaluation. 2(4). 417–430. 9 indexed citations
20.
Haug, Peder. (1992). Educational reform by experiment : the Norwegian experimental educational programme for 6-year-olds (1986-1990) and the subsequent reform. KTH Publication Database DiVA (KTH Royal Institute of Technology). 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.

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