Sue C. O’Neill

757 total citations
29 papers, 462 citations indexed

About

Sue C. O’Neill is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Sue C. O’Neill has authored 29 papers receiving a total of 462 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 12 papers in Developmental and Educational Psychology and 7 papers in Social Psychology. Recurrent topics in Sue C. O’Neill's work include Behavioral and Psychological Studies (10 papers), Teacher Education and Leadership Studies (7 papers) and Disability Education and Employment (4 papers). Sue C. O’Neill is often cited by papers focused on Behavioral and Psychological Studies (10 papers), Teacher Education and Leadership Studies (7 papers) and Disability Education and Employment (4 papers). Sue C. O’Neill collaborates with scholars based in Australia, Indonesia and Philippines. Sue C. O’Neill's co-authors include Jennifer Stephenson, Iva Strnadová, Therese M. Cumming, Mark Carter, Sarup R. Mathur, Dennis Alonzo and Joanne Danker and has published in prestigious journals such as Teaching and Teacher Education, Children and Youth Services Review and Psychology in the Schools.

In The Last Decade

Sue C. O’Neill

28 papers receiving 419 citations

Peers

Sue C. O’Neill
Jane S. Halonen United States
Kristine E. Larson United States
Elizabeth Kim United States
Katrina Barker Australia
M. Lynn Woolsey United States
Dawn Marie Decker United States
Regina G. Hirn United States
Wik Hung Pun United States
Jennie L. Farmer United States
Rebecca S. Martínez United States
Jane S. Halonen United States
Sue C. O’Neill
Citations per year, relative to Sue C. O’Neill Sue C. O’Neill (= 1×) peers Jane S. Halonen

Countries citing papers authored by Sue C. O’Neill

Since Specialization
Citations

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

Fields of papers citing papers by Sue C. O’Neill

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sue C. O’Neill. 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 Sue C. O’Neill. The network helps show where Sue C. O’Neill may publish in the future.

Co-authorship network of co-authors of Sue C. O’Neill

This figure shows the co-authorship network connecting the top 25 collaborators of Sue C. O’Neill. A scholar is included among the top collaborators of Sue C. O’Neill 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 Sue C. O’Neill. Sue C. O’Neill 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.
Cumming, Therese M., et al.. (2024). South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education. Journal of Advanced Academics. 35(3). 482–508. 1 indexed citations
2.
Alonzo, Dennis, et al.. (2023). Implementing school-based assessment reforms to enhance student learning: a systematic review. Educational Assessment Evaluation and Accountability. 36(1). 7–30. 2 indexed citations
3.
O’Neill, Sue C., et al.. (2022). What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives. Child Indicators Research. 16(2). 447–483. 38 indexed citations
4.
Cumming, Therese M., et al.. (2022). South Korean pre-service primary school teachers’ opinions about acceleration for gifted students. Gifted and Talented International. 37(2). 152–162. 1 indexed citations
5.
O’Neill, Sue C., et al.. (2020). Stakeholder awareness of reintegration practices for incarcerated youth: A cross-national comparison. Preventing School Failure Alternative Education for Children and Youth. 65(1). 1–11. 2 indexed citations
6.
Cumming, Therese M. & Sue C. O’Neill. (2019). Using Data-Based Individualization to Intensify Behavioral Interventions. Intervention in School and Clinic. 54(5). 280–285. 5 indexed citations
7.
O’Neill, Sue C.. (2018). Incarcerated Youth Transitioning Back to the Community. LaCRIS (University of Lapland). 1 indexed citations
8.
Strnadová, Iva, Sue C. O’Neill, & Therese M. Cumming. (2017). A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia. International Journal of Educational Research. 85. 33–42. 2 indexed citations
9.
Strnadová, Iva, Therese M. Cumming, & Sue C. O’Neill. (2017). Young People Transitioning from Juvenile Justice to the Community: Transition Planning and Interagency Collaboration. Current Issues in Criminal Justice. 29(1). 19–38. 4 indexed citations
10.
O’Neill, Sue C., Iva Strnadová, & Therese M. Cumming. (2017). Systems barriers to community re-entry for incarcerated youths: A review. Children and Youth Services Review. 79. 29–36. 12 indexed citations
11.
O’Neill, Sue C., Iva Strnadová, & Therese M. Cumming. (2016). Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?. Australasian Journal of Special Education. 40(1). 39–58. 13 indexed citations
12.
13.
O’Neill, Sue C. & Jennifer Stephenson. (2014). Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers. ˜The œAustralian journal of teacher education. 2 indexed citations
14.
15.
O’Neill, Sue C. & Jennifer Stephenson. (2012). Classroom behaviour management content in Australian undergraduate primary teaching programmes. Teaching Education. 23(3). 287–308. 13 indexed citations
16.
O’Neill, Sue C. & Jennifer Stephenson. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education. 28(4). 535–545. 69 indexed citations
17.
O’Neill, Sue C. & Jennifer Stephenson. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?. Teaching and Teacher Education. 28(8). 1131–1143. 99 indexed citations
18.
O’Neill, Sue C. & Jennifer Stephenson. (2011). The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences. Educational Psychology. 31(3). 261–299. 50 indexed citations
19.
O’Neill, Sue C. & Jennifer Stephenson. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia : A web-based investigation.. ˜The œAustralian journal of teacher education. 36(10). 38 indexed citations
20.
O’Neill, Sue C. & Jennifer Stephenson. (2010). The Use of Functional Behavioural Assessment for Students with Challenging Behaviours: Current Patterns and Experience of Australian Practitioners.. 10. 65–82. 6 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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