Rupert Wegerif
About
In The Last Decade
Rupert Wegerif
114 papers receiving 4.1k citations
Peers
Comparison fields: 5 of 104
- Education 2.9k
- Developmental and Educational Psychology 2.3k
- Language and Linguistics 629
- Literature and Literary Theory 472
- Information Systems 426
Countries citing papers authored by Rupert Wegerif
This map shows the geographic impact of Rupert Wegerif'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 Rupert Wegerif with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rupert Wegerif more than expected).
Fields of papers citing papers by Rupert Wegerif
This network shows the impact of papers produced by Rupert Wegerif. 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 Rupert Wegerif. The network helps show where Rupert Wegerif may publish in the future.
Co-authorship network of co-authors of Rupert Wegerif
This figure shows the co-authorship network connecting the top 25 collaborators of Rupert Wegerif. A scholar is included among the top collaborators of Rupert Wegerif 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 Rupert Wegerif. Rupert Wegerif is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 0 | |
| 3 | 4 | |
| 4 | 1 | |
| 5 | 6 | |
| 6 | 11 | |
| 7 | 2 | |
| 8 | Designing Education to Promote Global Dialogue: Lessons from Generation Global—a Project of the Tony Blair Institute for Global Change | 1 |
| 9 | Re-Conceptualizing "Scaffolding" and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning. | 96 |
| 10 | 2 | |
| 11 | 1 | |
| 12 | DEVELOPING TECHNOLOGICAL AND PEDAGOGICAL AFFORDANCES TO SUPPORT COLLABORATIVE INQUIRY SCIENCE PROCESSES | 1 |
| 13 | Technology and Dialogic Space: Lessons from History and from the 'Argunaut' and 'Metafora' Projects. | 9 |
| 14 | Kuwait’s Future Schools Teachers’ Perspective on ICT integration in classroom practice | 1 |
| 15 | Designing visual tools to scaffold the process of learning how to learn together | 1 |
| 16 | 169 | |
| 17 | Thinking together in the UK and Mexico: transfer of an educational innovation | 32 |
| 18 | Walking or Dancing? Images of Thinking and Learning to Think in the Classroom | 3 |
| 19 | Computers and talk in the primary classroom | 122 |
| 20 | 77 |
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.