Sue Ellis

539 total citations
32 papers, 261 citations indexed

About

Sue Ellis is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Sue Ellis has authored 32 papers receiving a total of 261 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 11 papers in Developmental and Educational Psychology and 5 papers in Clinical Psychology. Recurrent topics in Sue Ellis's work include Reading and Literacy Development (6 papers), Language Development and Disorders (6 papers) and Early Childhood Education and Development (4 papers). Sue Ellis is often cited by papers focused on Reading and Literacy Development (6 papers), Language Development and Disorders (6 papers) and Early Childhood Education and Development (4 papers). Sue Ellis collaborates with scholars based in United Kingdom, United States and Australia. Sue Ellis's co-authors include Elspeth McCartney, Gemma Moss, James Boyle, Sultan Barakat, Maureen Lewis, Jane Thomson, Ian Thompson, Jane McNicholl, John Ellis and Christine Stephen and has published in prestigious journals such as Annals of Emergency Medicine, SAE technical papers on CD-ROM/SAE technical paper series and British Educational Research Journal.

In The Last Decade

Sue Ellis

31 papers receiving 226 citations

Peers

Sue Ellis

DEP

EDUCA

LLT

SPS

Alma Hertweck

Barrie Wade United Kingdom

Enedina García‐Vázquez United States

Svjetlana Curcic United States

Donato Tarulli Canada

Todd V. Fletcher United States

Negmeldin Alsheikh United Arab Emirates

Rachael Levy United Kingdom

Alison Wishard Guerra United States

Anna Pauliina Rainio Finland

Alma Hertweck

Sue Ellis

68 ×0.5

DEP

160 ×1.3

EDUCA

46 ×1.0

16 ×0.4

LLT

52 ×1.7

SPS

Citations per year, relative to Sue Ellis Sue Ellis (= 1×) peers Alma Hertweck

Countries citing papers authored by Sue Ellis

Since Specialization

Citations

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

Fields of papers citing papers by Sue Ellis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sue Ellis

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

Ellis, Sue, et al.. (2022). ‘It's not you; it's us!’: the relevance of mental health team psychodynamics to the care of individuals with complex emotional needs. British Journal of Mental Health Nursing. 11(2). 1–7. 3 indexed citations

Worthing, M. A., et al.. (2020). HHpXRF study of recent zinc and lead pollution on lava stepping stones from Pompeii: Tourist footfall, tyre dust and leaded petrol. Archaeometry. 62(5). 1042–1066. 4 indexed citations

Ellis, Sue, et al.. (2020). Literacy, social justice and inclusion: a large‐scale design experiment to narrow the attainment gap linked to poverty. Support for Learning. 35(4). 418–439. 8 indexed citations

Ellis, Sue, et al.. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy. 51(2). 84–93. 16 indexed citations

Sosu, Edward, et al.. (2016). Widening Access to Higher Education for Students from Economically Disadvantaged Backgrounds: What Works and Why? [Summary Report]. Strathprints: The University of Strathclyde institutional repository (University of Strathclyde). 1 indexed citations

Ellis, Sue, Ian Thompson, Jane McNicholl, & Jane Thomson. (2016). Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland. Journal of Education for Teaching International Research and Pedagogy. 42(4). 483–499. 13 indexed citations

McCartney, Elspeth & Sue Ellis. (2013). The linguistically aware teacher and the teacher-aware linguist. Clinical Linguistics & Phonetics. 27(6-7). 419–427. 6 indexed citations

Ellis, Sue & Gemma Moss. (2013). Ethics, education policy and research: the phonics question reconsidered. British Educational Research Journal. 40(2). 241–260. 35 indexed citations

Ellis, Sue, et al.. (2011). Applied Linguistics and Primary School Teaching. Cambridge University Press eBooks. 12 indexed citations

10.

McCartney, Elspeth, et al.. (2010). Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention. International Journal of Language & Communication Disorders. 46(1). 3951942721–3951942721. 43 indexed citations

11.

Ellis, Sue. (2009). Learning & Development: National Strategies series - part 5 - Children communicating - Talk it over. Nursery World. 2009(2). 1 indexed citations

12.

McCartney, Elspeth, Sue Ellis, & James Boyle. (2009). The mainstream primary classroom as a language‐learning environment for children with severe and persistent language impairment – implications of recent language intervention research. Journal of Research in Special Educational Needs. 9(2). 80–90. 8 indexed citations

13.

McCartney, Elspeth & Sue Ellis. (2008). Open Dialogue peer review: A response to Tymms, Merrell & Coe. 32(2). 11–12. 1 indexed citations

14.

McCartney, Elspeth & Sue Ellis. (2008). Open dialogue peer review: a response to Tymms, Merrell & Coe. Strathprints: The University of Strathclyde institutional repository (University of Strathclyde). 32(2). 11–12. 1 indexed citations

15.

Ellis, Sue. (2007). Early reading instruction : what science really tells us about how to teach reading. Strathprints: The University of Strathclyde institutional repository (University of Strathclyde). 59(4). 522–523. 1 indexed citations

16.

Munn, Penny & Sue Ellis. (2005). Interactions between school systems and Reading Recovery programmes – evidence from Northern Ireland. The Curriculum Journal. 16(3). 341–362. 1 indexed citations

17.

Carpenter, Ian, et al.. (1999). On-board Hydrogen Generation for PEM Fuel Cells in Automotive Applications. SAE technical papers on CD-ROM/SAE technical paper series. 1. 6 indexed citations

18.

Ellis, Sue, et al.. (1997). Helping teachers support young children in science enquiries. Education 3-13. 25(3). 59–64. 2 indexed citations

19.

Ellis, Sue & Sultan Barakat. (1996). From Relief to Development: The Long‐term Effects of ‘Temporary’ Accommodation on Refugees and Displaced Persons in the Republic of Croatia. Disasters. 20(2). 111–124. 14 indexed citations

20.

Ellis, Sue, et al.. (1996). The core book : a structured approach to using books within the reading curriculum. Medical Entomology and Zoology. 1 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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