Steph Ainsworth

482 total citations
10 papers, 310 citations indexed

About

Steph Ainsworth is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Steph Ainsworth has authored 10 papers receiving a total of 310 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Education, 3 papers in Clinical Psychology and 3 papers in Developmental and Educational Psychology. Recurrent topics in Steph Ainsworth's work include Reading and Literacy Development (2 papers), Substance Abuse Treatment and Outcomes (2 papers) and Language Development and Disorders (2 papers). Steph Ainsworth is often cited by papers focused on Reading and Literacy Development (2 papers), Substance Abuse Treatment and Outcomes (2 papers) and Language Development and Disorders (2 papers). Steph Ainsworth collaborates with scholars based in United Kingdom and United States. Steph Ainsworth's co-authors include Jeremy Oldfield, Faye S. Taxman, Edward R. Maguire, Joseph B. Kuhns, David B. Wilson, Anne Hesketh, Stephen Welbourne, Linda Hammersley‐Fletcher, Marta da Costa and Caroline Davies and has published in prestigious journals such as Addiction, Teaching and Teacher Education and Language Learning.

In The Last Decade

Steph Ainsworth

10 papers receiving 288 citations

Peers

Steph Ainsworth

CP

DEP

EDUCA

SPS

SP

Mkpoikanke Sunday Otu Nigeria

Madeline M. Carrig United States

Laura Liljequist United States

Lília Iêda Chaves Cavalcante Brazil

Jeremy D. Jewell United States

Evandro Morais Peixoto Brazil

Keri Weed United States

Adam Moore United States

Sheri R. Parris United States

Jessica Samuolis United States

Mkpoikanke Sunday Otu Nigeria

Steph Ainsworth

148 ×1.0

CP

64 ×1.0

DEP

87 ×1.4

EDUCA

31 ×0.5

SPS

64 ×1.2

SP

Citations per year, relative to Steph Ainsworth Steph Ainsworth (= 1×) peers Mkpoikanke Sunday Otu

Countries citing papers authored by Steph Ainsworth

Since Specialization

Citations

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

Fields of papers citing papers by Steph Ainsworth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Steph Ainsworth

This figure shows the co-authorship network connecting the top 25 collaborators of Steph Ainsworth. A scholar is included among the top collaborators of Steph Ainsworth 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 Steph Ainsworth. Steph Ainsworth is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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10 of 10 papers shown

1.

Ainsworth, Steph, Marta da Costa, Caroline Davies, & Linda Hammersley‐Fletcher. (2022). New perspectives on middle leadership in schools in England – Persistent tensions and emerging possibilities. Educational Management Administration & Leadership. 52(3). 541–555. 11 indexed citations

2.

Oldfield, Jeremy & Steph Ainsworth. (2021). Decentring the ‘resilient teacher’: exploring interactions between individuals and their social ecologies. Cambridge Journal of Education. 52(4). 409–430. 10 indexed citations

3.

Ainsworth, Steph, et al.. (2020). Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching. Language Awareness. 30(2). 97–113. 2 indexed citations

4.

Ainsworth, Steph, et al.. (2020). Affective knowledge versus affective pedagogy: the case of native grammar learning. Cambridge Journal of Education. 50(5). 597–614. 9 indexed citations

5.

Ainsworth, Steph & Jeremy Oldfield. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education. 82. 117–128. 121 indexed citations

6.

Ainsworth, Steph, Stephen Welbourne, Anna M. Woollams, & Anne Hesketh. (2019). Contrasting Explicit With Implicit Measures of Children's Representations: The Case of Segmental Phonology. Language Learning. 69(2). 323–365. 4 indexed citations

7.

Ainsworth, Steph, Stephen Welbourne, & Anne Hesketh. (2015). Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation. Applied Psycholinguistics. 37(4). 997–1023. 31 indexed citations

8.

Kuhns, Joseph B., et al.. (2010). A meta-analysis of alcohol toxicology study findings among homicide victims. Addiction. 106(1). 62–72. 45 indexed citations

9.

Kuhns, Joseph B., et al.. (2009). A meta‐analysis of marijuana, cocaine and opiate toxicology study findings among homicide victims. Addiction. 104(7). 1122–1131. 37 indexed citations

10.

Taxman, Faye S. & Steph Ainsworth. (2009). Correctional Milieu: The Key to Quality Outcomes. Victims & Offenders. 4(4). 334–340. 40 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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