Roy Killen

796 total citations
25 papers, 443 citations indexed

About

Roy Killen is a scholar working on Education, Media Technology and Developmental and Educational Psychology. According to data from OpenAlex, Roy Killen has authored 25 papers receiving a total of 443 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 4 papers in Media Technology and 3 papers in Developmental and Educational Psychology. Recurrent topics in Roy Killen's work include Teacher Education and Leadership Studies (10 papers), Student Assessment and Feedback (8 papers) and Higher Education Learning Practices (5 papers). Roy Killen is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Student Assessment and Feedback (8 papers) and Higher Education Learning Practices (5 papers). Roy Killen collaborates with scholars based in Australia and South Africa. Roy Killen's co-authors include William J. Fraser and Saloshna Vandeyar and has published in prestigious journals such as Cognitive Neuropsychology, Higher Education Research & Development and International Journal of Educational Development.

In The Last Decade

Roy Killen

22 papers receiving 350 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Roy Killen Australia	10	351	47	39	27	27	25	443
Kathleen T. Brinko United States	10	446 1.3×	84 1.8×	43 1.1×	15 0.6×	17 0.6×	21	560
Dorothy Entwistle United Kingdom	5	293 0.8×	89 1.9×	58 1.5×	19 0.7×	11 0.4×	8	408
Jay Parkes United States	11	244 0.7×	59 1.3×	43 1.1×	46 1.7×	44 1.6×	24	428
Ellen Stevens United States	8	237 0.7×	57 1.2×	66 1.7×	43 1.6×	26 1.0×	14	344
Erik Jan van Rossum Netherlands	4	477 1.4×	205 4.4×	29 0.7×	16 0.6×	14 0.5×	9	559
Ian Solomonides Australia	11	243 0.7×	35 0.7×	26 0.7×	22 0.8×	18 0.7×	26	373
Laurie Richlin United States	11	489 1.4×	49 1.0×	55 1.4×	15 0.6×	10 0.4×	30	617
Eileen Carnell United Kingdom	11	339 1.0×	95 2.0×	29 0.7×	30 1.1×	25 0.9×	21	431
Ann Walker United Kingdom	7	176 0.5×	63 1.3×	31 0.8×	30 1.1×	32 1.2×	10	336
Barry C. Dart Australia	10	453 1.3×	180 3.8×	82 2.1×	11 0.4×	21 0.8×	15	546

Countries citing papers authored by Roy Killen

Since Specialization

Citations

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

Fields of papers citing papers by Roy Killen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Roy Killen

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

Killen, Roy, et al.. (2010). Recontextualisation outcomes-based education for teacher education. South African Journal of Higher Education. 14(3).

Vandeyar, Saloshna & Roy Killen. (2007). Educators' conceptions and practice of classroom assessments in post-apartheid South Africa. South African Journal of Education. 27(1). 101–115. 46 indexed citations

Killen, Roy, et al.. (2007). Issues in competence and pre-service teacher education. Part 1.Can outcomes-based programmes produce competent teachers?. South African Journal of Higher Education. 19(2). 6 indexed citations

Vandeyar, Saloshna & Roy Killen. (2007). Educators' conceptions and practice of classroom assessment. UpSpace Institutional Repository (University of Pretoria). 2 indexed citations

Killen, Roy, et al.. (2007). Issues in competence and pre-service teacher education. Part 2.The assessment of teaching practice. South African Journal of Higher Education. 19(2). 5 indexed citations

Vandeyar, Saloshna & Roy Killen. (2006). Teacher–student interactions in desegregated classrooms in South Africa. International Journal of Educational Development. 26(4). 382–393. 17 indexed citations

Fraser, William J. & Roy Killen. (2005). The perceptions of students and lecturers of some factors influencing academic performance at two South African universities. Perspectives in Education. 23(1). 25–40. 54 indexed citations

Killen, Roy, et al.. (2004). A theoretical framework for measuring the quality of student learning in outcomes-based education. South African Journal of Higher Education. 18(1). 7 indexed citations

Fraser, William J. & Roy Killen. (2003). Factors influencing academic success or failure of first-year and senior university students: do education students and lecturers perceive things differently?. South African Journal of Education. 23(4). 254–263. 71 indexed citations

10.

Vandeyar, Saloshna & Roy Killen. (2003). Has curriculum reform in South Africa really changed assessment practices, and what promise does the revised National Curriculum Statement hold?. Perspectives in Education. 21(1). 119–134. 35 indexed citations

11.

Killen, Roy, et al.. (2003). Validity in outcomes-based assessment. Perspectives in Education. 21(1). 1–14. 19 indexed citations

12.

Killen, Roy. (2003). ROY KILLEN is an Associate Professor in the Faculty of Education and Arts at the University of Newcastle, Australia. He is also an Extraordinary Professor in the Faculty of Education at the University of Pretoria. He has worked extensively in South Africa over the past six years presenting seminars and workshops on assessment and outcomes-based education.. 3 indexed citations

13.

Killen, Roy, et al.. (2001). Reconstruction of meaning during group work in a teacher education programme. South African Journal of Higher Education. 15(1). 6 indexed citations

14.

Killen, Roy. (1995). Improving Teaching Through Reflective Partnerships. To improve the academy. 14(1). 125–141. 6 indexed citations

15.

Killen, Roy. (1995). Improving Teaching Through Reflective Partnerships. To improve the academy. 14(20210331). 1 indexed citations

16.

Killen, Roy. (1994). Student Teachers' Perceptions of Successful and Unsuccessful Events during Practice Teaching.. Cognitive Neuropsychology. 35(8). 430–457. 2 indexed citations

17.

Killen, Roy. (1994). Differences between Students' and Lecturers' Perceptions of Factors Influencing Students' Academic Success at University. Higher Education Research & Development. 13(2). 199–211. 58 indexed citations

18.

Killen, Roy, et al.. (1994). Collaborative Solutions to Key Problems in the Practicum.. 2 indexed citations

19.

Killen, Roy, et al.. (1993). Problems of Beginning Teachers: Perceptions of Pre-Service Music Teachers. Research Studies in Music Education. 1(1). 40–51. 18 indexed citations

20.

Killen, Roy. (1991). Modifying the Clarity Behaviours of Experienced Teachers Through Structured Feedback. South Pacific Journal of Teacher Education. 19(2). 103–115. 5 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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