Peter Farrell

5.2k total citations
150 papers, 3.3k citations indexed

About

Peter Farrell is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Peter Farrell has authored 150 papers receiving a total of 3.3k indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Education, 42 papers in Developmental and Educational Psychology and 31 papers in Clinical Psychology. Recurrent topics in Peter Farrell's work include Educational and Psychological Assessments (34 papers), Construction Project Management and Performance (26 papers) and Early Childhood Education and Development (25 papers). Peter Farrell is often cited by papers focused on Educational and Psychological Assessments (34 papers), Construction Project Management and Performance (26 papers) and Early Childhood Education and Development (25 papers). Peter Farrell collaborates with scholars based in United Kingdom, United States and Estonia. Peter Farrell's co-authors include Martin Evans, Andrew Howes, Kevin Woods, Alan Dyson, Mel Ainscow, Filiz Polat, Mahmoud Mohamed Emam, Afroditi Kalambouka, Ian Kaplan and Shane R. Jimerson and has published in prestigious journals such as SHILAP Revista de lepidopterología, SAE technical papers on CD-ROM/SAE technical paper series and British Journal of Educational Psychology.

In The Last Decade

Peter Farrell

139 papers receiving 2.8k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peter Farrell United Kingdom 30 1.9k 992 796 706 490 150 3.3k
Geneva D. Haertel United States 24 2.5k 1.4× 362 0.4× 924 1.2× 297 0.4× 364 0.7× 72 3.5k
Gary Thomas United Kingdom 26 1.7k 0.9× 369 0.4× 387 0.5× 375 0.5× 192 0.4× 77 3.3k
Simone Kauffeld Germany 36 831 0.4× 655 0.7× 291 0.4× 315 0.4× 2.0k 4.1× 250 5.3k
Peter Van Petegem Belgium 41 3.6k 1.9× 136 0.1× 728 0.9× 223 0.3× 703 1.4× 272 5.6k
Joseph Murphy United States 39 4.3k 2.3× 153 0.2× 544 0.7× 231 0.3× 258 0.5× 194 5.4k
Robert Loo Canada 31 434 0.2× 478 0.5× 374 0.5× 102 0.1× 718 1.5× 106 2.8k
Geoffrey E. Mills United States 6 2.4k 1.3× 197 0.2× 674 0.8× 200 0.3× 338 0.7× 7 3.9k
Maggi Savin‐Baden United Kingdom 29 2.2k 1.2× 268 0.3× 657 0.8× 129 0.2× 309 0.6× 104 4.1k
Cordula Artelt Germany 34 2.0k 1.1× 194 0.2× 1.5k 1.9× 131 0.2× 635 1.3× 139 3.7k
Richard A. Young Canada 29 907 0.5× 638 0.6× 276 0.3× 898 1.3× 745 1.5× 127 2.8k

Countries citing papers authored by Peter Farrell

Since Specialization
Citations

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

Fields of papers citing papers by Peter Farrell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peter Farrell

This figure shows the co-authorship network connecting the top 25 collaborators of Peter Farrell. A scholar is included among the top collaborators of Peter Farrell 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 Peter Farrell. Peter Farrell 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.
2.
Ndiaye, Mamadou, et al.. (2025). Palmyra Palm Shell ( Borassus flabellifer ) Properties Part 2: Insights Into Its Thermal and Mechanical Properties. Engineering Reports. 7(4). 1 indexed citations
3.
Darwish‎, Abdul Salam, et al.. (2024). A Framework for Leveraging the Incorporation of AI, BIM, and IoT to Achieve Smart Sustainable Cities. Journal of Intelligent Systems and Internet of Things. 11(2). 75–84. 8 indexed citations
4.
Darwish‎, Abdul Salam, et al.. (2023). High risk and impact factors on construction management process − case study of COVID-19 of a hospital in Iraq. SHILAP Revista de lepidopterología. 8. 4–4. 1 indexed citations
5.
Darwish‎, Abdul Salam, et al.. (2023). Storage of wind power energy: main facts and feasibility − hydrogen as an option. SHILAP Revista de lepidopterología. 8. 16–16. 7 indexed citations
6.
Farrell, Peter, et al.. (2021). Optimising maintenance strategies through integrated artificial intelligence (AI) applications and total productive maintenance (TPM) for developing and enhancing the asset management of power Networks. 24(1). 55–66. 2 indexed citations
7.
Arewa, Andrew, Stephen C. Theophilus, Augustine O. Ifelebuegu, & Peter Farrell. (2018). Analysis of Penalties Imposed on Organisations for Breaching Safety and Health Regulations in the United Kingdom. Safety and Health at Work. 9(4). 388–397. 2 indexed citations
8.
Farrell, Peter. (2012). The XYY Syndrome in Criminal Law: An Introduction. St. John's law review. 44(2). 4. 1 indexed citations
9.
Lam, Shui‐fong, Shane R. Jimerson, Eve Kikas, et al.. (2011). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology. 50(1). 77–94. 235 indexed citations
10.
Farrell, Peter. (2009). EL PAPEL EN DESARROLLO DE LOS PSICÓLOGOS ESCOLARES Y EDUCATIVOS EN EL APOYO A NIÑOS, ESCUELAS Y FAMILIAS. Papeles del Psicólogo - Psychologist Papers. 30(1). 74–85. 8 indexed citations
11.
Humphrey, Neil, Andrew Curran, Elizabeth A. Morris, Peter Farrell, & Kevin Woods. (2007). Emotional Intelligence and Education: A critical review. Educational Psychology. 27(2). 235–254. 159 indexed citations
12.
Frankham, Jo, Peter Farrell, Pablo Manzano Bernárdez, Andrew Howes, & Mel Ainscow. (2004). Investigación-acción: una propuesta para el desarrollo de prácticas inclusivas. Cuadernos de pedagogía. 54–59. 3 indexed citations
13.
Farrell, Peter & Filiz Polat. (2003). The long-term impact of residential provision for pupils with emotional and behavioural difficulties. European Journal of Special Needs Education. 18(3). 277–292. 21 indexed citations
14.
Ainscow, Mel, et al.. (2002). Interdisciplinary support for children with epilepsy in mainstream schools. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 1 indexed citations
15.
Ainscow, Mel, et al.. (2002). Pastoral care, inclusion and counselling. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 3 indexed citations
16.
Farrell, Peter. (2001). Current issues in special needs: Special education in the last twenty years: have things really got better?. British Journal of Special Education. 28(1). 3–9. 71 indexed citations
17.
Ainscow, Mel, et al.. (1999). The role of LEAs in developing inclusive policies and practices. British Journal of Special Education. 26(3). 136–140. 19 indexed citations
18.
Mittler, Peter & Peter Farrell. (1987). Can children with severe learning difficulties be educated in ordinary schools?. European Journal of Special Needs Education. 2(4). 221–236. 12 indexed citations
19.
Farrell, Peter. (1985). EDY, its impact on staff training in mental handicap. Manchester University Press eBooks. 3 indexed citations
20.
Farrell, Peter. (1982). An evaluation of an EDY course in behaviour modification techniques for teachers and care staff in an ESN(S) school.. PubMed. 9(2). 21–5. 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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