Phyllis Jones

1.3k total citations
43 papers, 777 citations indexed

About

Phyllis Jones is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Phyllis Jones has authored 43 papers receiving a total of 777 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 10 papers in Sociology and Political Science and 10 papers in Developmental and Educational Psychology. Recurrent topics in Phyllis Jones's work include Teacher Education and Leadership Studies (13 papers), Collaborative Teaching and Inclusion (11 papers) and Educational and Psychological Assessments (6 papers). Phyllis Jones is often cited by papers focused on Teacher Education and Leadership Studies (13 papers), Collaborative Teaching and Inclusion (11 papers) and Educational and Psychological Assessments (6 papers). Phyllis Jones collaborates with scholars based in United States, Australia and United Kingdom. Phyllis Jones's co-authors include Rui Cheng, J. Lynn McBrien, Elizabeth A. West, William E. Kilbourne, Victor E. Sower, Richard Engberg, Chris Forlin, Lois W. Banner, Oscar Handlin and Dianne Chambers and has published in prestigious journals such as SHILAP Revista de lepidopterología, Cancer Nursing and The International Review of Research in Open and Distributed Learning.

In The Last Decade

Phyllis Jones

40 papers receiving 657 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Phyllis Jones United States	12	461	135	97	94	82	43	777
Sandra Kerka United States	13	491 1.1×	92 0.7×	84 0.9×	29 0.3×	47 0.6×	95	760
Jill Jameson United Kingdom	13	315 0.7×	77 0.6×	99 1.0×	40 0.4×	78 1.0×	51	602
Craig Zimitat Australia	16	375 0.8×	73 0.5×	78 0.8×	63 0.7×	34 0.4×	57	1.1k
Simone C. O. Conceição United States	13	372 0.8×	108 0.8×	79 0.8×	44 0.5×	75 0.9×	58	605
Alenoush Saroyan Canada	17	687 1.5×	103 0.8×	109 1.1×	103 1.1×	68 0.8×	46	1.2k
Burke Johnson United States	7	389 0.8×	89 0.7×	81 0.8×	88 0.9×	67 0.8×	14	672
Diane P. Janes Canada	7	574 1.2×	105 0.8×	89 0.9×	22 0.2×	61 0.7×	12	900
Martin Rehm Germany	13	223 0.5×	110 0.8×	161 1.7×	97 1.0×	68 0.8×	57	723
James C. Votruba United States	9	863 1.9×	156 1.2×	104 1.1×	47 0.5×	38 0.5×	13	1.3k
Robert A. Wisher United States	13	591 1.3×	278 2.1×	64 0.7×	48 0.5×	73 0.9×	35	1000

Countries citing papers authored by Phyllis Jones

Since Specialization

Citations

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

Fields of papers citing papers by Phyllis Jones

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Phyllis Jones

This figure shows the co-authorship network connecting the top 25 collaborators of Phyllis Jones. A scholar is included among the top collaborators of Phyllis Jones 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 Phyllis Jones. Phyllis Jones 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

Jones, Phyllis. (2020). On Being a Zebra: Negotiating a Professional Identity Whilst Coping With a Rare and Recurrent Illness. The Qualitative Report. 1 indexed citations

Jones, Phyllis, et al.. (2020). Job-embedded professional development: implementing co-teaching practices in general education classrooms. International Journal of Inclusive Education. 1–16. 2 indexed citations

Jones, Phyllis, et al.. (2019). Research with Children: Context, Power, and Representation. The Qualitative Report. 8 indexed citations

Chambers, Dianne, Phyllis Jones, & Michael W. Riley. (2017). Belonging and the relationship to whole schooling: Introduction to themed issue. ResearchOnline@ND (The University of Notre Dame). 13(1). 1. 1 indexed citations

Jones, Phyllis. (2017). Curricula for Students with Severe Disabilities. 3 indexed citations

Jones, Phyllis & Michael W. Riley. (2017). ‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education. 40(2). 271–285. 3 indexed citations

Jones, Phyllis, et al.. (2017). Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities. Journal of Research in Special Educational Needs. 18(3). 196–210. 7 indexed citations

Jones, Phyllis, et al.. (2015). Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities. European Journal of Special Needs Education. 30(3). 384–401. 7 indexed citations

Jones, Phyllis, et al.. (2013). The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices.. 9(1). 60–74. 16 indexed citations

10.

West, Elizabeth A., et al.. (2012). A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder. 15(1). 24–43. 4 indexed citations

11.

Jones, Phyllis, et al.. (2011). Leading for Inclusion: How Schools Can Build on the Strengths of All Learners.. Teachers College Press eBooks. 2 indexed citations

12.

McBrien, J. Lynn, Rui Cheng, & Phyllis Jones. (2009). Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning. The International Review of Research in Open and Distributed Learning. 10(3). 400 indexed citations

13.

Jones, Phyllis, et al.. (2006). Nurturing moments of transformation in teachers – comparative perspectives on the challenges of professional development. British Journal of Special Education. 33(2). 82–90. 6 indexed citations

14.

Jones, Phyllis. (2005). Inclusion in the early years : stories of good practice. 3 indexed citations

15.

Jones, Phyllis. (2005). Inclusion: lessons from the children. British Journal of Special Education. 32(2). 60–66. 15 indexed citations

16.

Jones, Phyllis, et al.. (2002). Promoting inclusive practice in primary initial teacher training: influencing hearts as well as minds. Support for Learning. 17(2). 58–63. 12 indexed citations

17.

Sower, Victor E., et al.. (2001). The Dimensions of Service Quality For Hospitals: Development and Use of the KQCAH Scale. Health Care Management Review. 26(2). 47–59. 85 indexed citations

18.

Jones, Phyllis, et al.. (2001). Parents reviewing Annual Reviews. British Journal of Special Education. 28(2). 60–64. 13 indexed citations

19.

Jones, Phyllis, et al.. (1977). Salvation in New England : selections from the sermons of the first preachers. University of Texas Press eBooks. 2 indexed citations

20.

Jones, Phyllis. (1953). Australia's First Newspaper. Meanjin. 12(1). 35. 1 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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