Rebecca Jesson

534 total citations
34 papers, 303 citations indexed

About

Rebecca Jesson is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Rebecca Jesson has authored 34 papers receiving a total of 303 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 15 papers in Developmental and Educational Psychology and 12 papers in Literature and Literary Theory. Recurrent topics in Rebecca Jesson's work include Literacy, Media, and Education (8 papers), Reading and Literacy Development (7 papers) and Child Development and Digital Technology (7 papers). Rebecca Jesson is often cited by papers focused on Literacy, Media, and Education (8 papers), Reading and Literacy Development (7 papers) and Child Development and Digital Technology (7 papers). Rebecca Jesson collaborates with scholars based in New Zealand, Spain and Australia. Rebecca Jesson's co-authors include Judy M. Parr, Stuart McNaughton, Aaron Wilson, Tong Zhu, Xavier Fontich Vicens, Debra Myhill, Rashina Hoda, Stuart McNaughton, Lin Sophie Teng and Mei Kuin Lai and has published in prestigious journals such as Computers & Education, Teaching and Teacher Education and British Journal of Educational Psychology.

In The Last Decade

Rebecca Jesson

33 papers receiving 276 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rebecca Jesson New Zealand 10 232 100 62 47 44 34 303
Tony Burner Norway 10 251 1.1× 53 0.5× 74 1.2× 34 0.7× 42 1.0× 30 354
Nadia Behizadeh United States 12 327 1.4× 92 0.9× 122 2.0× 124 2.6× 23 0.5× 37 421
Linda Caswell United States 7 310 1.3× 252 2.5× 68 1.1× 26 0.6× 21 0.5× 11 415
Annela Teemant United States 13 328 1.4× 109 1.1× 91 1.5× 38 0.8× 21 0.5× 41 437
Sinéad Harmey United Kingdom 8 166 0.7× 76 0.8× 23 0.4× 41 0.9× 40 0.9× 23 256
Ece Zehir Topkaya Türkiye 9 243 1.0× 39 0.4× 43 0.7× 33 0.7× 54 1.2× 32 319
Ruth Dann United Kingdom 8 247 1.1× 75 0.8× 30 0.5× 20 0.4× 18 0.4× 19 305
Kip Téllez United States 11 301 1.3× 31 0.3× 61 1.0× 98 2.1× 27 0.6× 42 382
Sharita Bharuthram South Africa 11 229 1.0× 73 0.7× 44 0.7× 20 0.4× 45 1.0× 19 293
Afendi Hamat Malaysia 11 219 0.9× 83 0.8× 37 0.6× 81 1.7× 132 3.0× 34 363

Countries citing papers authored by Rebecca Jesson

Since Specialization
Citations

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

Fields of papers citing papers by Rebecca Jesson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rebecca Jesson

This figure shows the co-authorship network connecting the top 25 collaborators of Rebecca Jesson. A scholar is included among the top collaborators of Rebecca Jesson 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 Rebecca Jesson. Rebecca Jesson 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.
Webber, Melinda, et al.. (2023). Ko te mana o te tamaiti te aro o tātou mahi: Listening to voices from Tai Tokerau to re-frame literacies. New Zealand Journal of Educational Studies. 58(2). 291–307. 1 indexed citations
2.
McNaughton, Stuart & Rebecca Jesson. (2023). How a Digital Intervention in Schools Contributed to Students’ Social and Emotional Skills, and Impacted Writing. New Zealand Journal of Educational Studies. 58(2). 361–377. 4 indexed citations
3.
McNaughton, Stuart, et al.. (2023). A school-wide digital programme has context specific impacts on self-regulation but not social skills. E-Learning and Digital Media. 21(6). 517–534. 2 indexed citations
4.
Webber, Melinda, et al.. (2023). Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position. New Zealand Journal of Educational Studies. 58(1). 59–72. 5 indexed citations
5.
Hedges, Helen, et al.. (2023). Storybook reading: Literacy and teacher knowledge in early childhood education. Journal of Early Childhood Literacy. 26(1). 3–28. 2 indexed citations
6.
McNaughton, Stuart, et al.. (2022). Relationships between self-regulation, social skills and writing achievement in digital schools. Reading and Writing. 35(5). 1201–1219. 7 indexed citations
7.
Jesson, Rebecca, et al.. (2021). The Transition From Intermediate School To High School: Insights From Pasifika Families. ScholarWorks -A service of University of Vermont Libraries (University of Vermont). 7(1). 4. 1 indexed citations
8.
McNaughton, Stuart, et al.. (2021). In school and out of school digital use and the development of children’s self‐regulation and social skills. British Journal of Educational Psychology. 92(1). 236–257. 11 indexed citations
9.
Lai, Mei Kuin, Stuart McNaughton, Rebecca Jesson, & Aaron Wilson. (2020). Research-practice Partnerships for School Improvement: The Learning Schools Model. 13 indexed citations
10.
Wilson, Aaron & Rebecca Jesson. (2019). T-shaped literacy skills: An emerging research-practice hypothesis for literacy instruction. set Research Information for Teachers. 15–15. 4 indexed citations
11.
McNaughton, Stuart, et al.. (2019). Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus. Studia paedagogica. 24(4). 119–119. 4 indexed citations
12.
Jesson, Rebecca, et al.. (2018). Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand. Journal of Research on Technology in Education. 50(3). 183–199. 20 indexed citations
13.
Jesson, Rebecca, et al.. (2017). An Intervention in literacy in three Pacific nations: Implications of a context specific approach to co-design. ResearchSpace (University of Auckland). 16(1). 36–49. 7 indexed citations
14.
Jesson, Rebecca, et al.. (2017). A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools. Computers & Education. 119. 14–30. 25 indexed citations
15.
16.
Parr, Judy M. & Rebecca Jesson. (2015). Mapping the landscape of writing instruction in New Zealand primary school classrooms. Reading and Writing. 29(5). 981–1011. 44 indexed citations
17.
Jesson, Rebecca, et al.. (2015). Reconsidering home learning in the digital learning environment: The perspectives of parents, students, and teachers. set Research Information for Teachers. 35–42. 1 indexed citations
18.
Jesson, Rebecca, et al.. (2014). Investigating the summer learning effect in low SES schools. The Australian Journal of Language and Literacy. 37(1). 45–54. 9 indexed citations
19.
Jesson, Rebecca, Stuart McNaughton, & Judy M. Parr. (2011). Drawing on Intertextuality in Culturally Diverse Classrooms: Implications for Transfer of Literacy Knowledge.. ResearchSpace (University of Auckland). 10(2). 65–77. 8 indexed citations
20.
Jesson, Rebecca, et al.. (2011). Are gains from early reading interventions sustained over subsequent years of primary schooling? The case of Reading Recovery in New Zealand. ResearchSpace (University of Auckland). 2 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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