Ulrika Bergmark

1.3k total citations
38 papers, 731 citations indexed

About

Ulrika Bergmark is a scholar working on Education, Sociology and Political Science and Human Factors and Ergonomics. According to data from OpenAlex, Ulrika Bergmark has authored 38 papers receiving a total of 731 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 8 papers in Sociology and Political Science and 6 papers in Human Factors and Ergonomics. Recurrent topics in Ulrika Bergmark's work include Teacher Education and Leadership Studies (15 papers), Education and Critical Thinking Development (7 papers) and Early Childhood Education and Development (7 papers). Ulrika Bergmark is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Education and Critical Thinking Development (7 papers) and Early Childhood Education and Development (7 papers). Ulrika Bergmark collaborates with scholars based in Sweden, United States and Tanzania. Ulrika Bergmark's co-authors include Catrine Kostenius, Eva Alerby, Dana L. Mitra, Tony Ghaye, P. L. Chambers, Sue Lillyman, Anita Melander‐Wikman, Kerstin Öhrling, Per‐Olof Erixon and Stephanie C. Serriere and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Educational Administration Quarterly.

In The Last Decade

Ulrika Bergmark

35 papers receiving 668 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ulrika Bergmark Sweden 13 549 112 88 76 63 38 731
David Mandzuk Canada 12 474 0.9× 88 0.8× 78 0.9× 73 1.0× 36 0.6× 21 610
Jessica Aspfors Norway 12 628 1.1× 92 0.8× 128 1.5× 123 1.6× 38 0.6× 40 748
Chloé Meredith Belgium 9 445 0.8× 85 0.8× 128 1.5× 77 1.0× 32 0.5× 9 604
Leanne Fray Australia 15 492 0.9× 141 1.3× 55 0.6× 121 1.6× 39 0.6× 32 729
Paul Stephens Norway 15 506 0.9× 113 1.0× 62 0.7× 183 2.4× 78 1.2× 29 822
Alison Gilmore New Zealand 12 399 0.7× 94 0.8× 78 0.9× 147 1.9× 45 0.7× 26 594
Lynne Miller United States 16 895 1.6× 122 1.1× 168 1.9× 63 0.8× 59 0.9× 27 1.1k
Pam Denicolo United Kingdom 16 441 0.8× 98 0.9× 97 1.1× 80 1.1× 188 3.0× 41 739
Angela Urick United States 16 585 1.1× 92 0.8× 77 0.9× 130 1.7× 30 0.5× 25 778
Deborah Court Israel 11 270 0.5× 116 1.0× 67 0.8× 56 0.7× 27 0.4× 46 457

Countries citing papers authored by Ulrika Bergmark

Since Specialization
Citations

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

Fields of papers citing papers by Ulrika Bergmark

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ulrika Bergmark

This figure shows the co-authorship network connecting the top 25 collaborators of Ulrika Bergmark. A scholar is included among the top collaborators of Ulrika Bergmark 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 Ulrika Bergmark. Ulrika Bergmark 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.
LeTendre, Gerald K., et al.. (2023). Coherence and fragmentation: Global influences on Nordic and East Asian teacher policies. Teaching and Teacher Education. 139. 104352–104352.
2.
Bergmark, Ulrika, et al.. (2021). Att leda med omsorg: fyra handledningsmetaforer i aktionsforskning. KTH Publication Database DiVA (KTH Royal Institute of Technology). 27(2). 28–53. 2 indexed citations
3.
4.
Bergmark, Ulrika. (2020). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education. 49(2). 210–224. 63 indexed citations
5.
Bergmark, Ulrika, et al.. (2020). How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities. Scandinavian Journal of Educational Research. 65(3). 448–467. 28 indexed citations
6.
Bergmark, Ulrika, et al.. (2018). Re-considering the ontoepistemology of student engagement in higher education. Educational Philosophy and Theory. 51(8). 792–802. 9 indexed citations
7.
Bergmark, Ulrika, et al.. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development. 37(7). 1352–1365. 52 indexed citations
8.
Bergmark, Ulrika, et al.. (2015). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. The International Journal for Academic Development. 21(1). 28–40. 73 indexed citations
9.
Bergmark, Ulrika, et al.. (2014). Facilitating Democracy in a Testing Culture. Journal of Cases in Educational Leadership. 17(1). 32–44. 2 indexed citations
10.
Bergmark, Ulrika, et al.. (2013). A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies. International Journal of Early Years Education. 22(1). 73–88. 16 indexed citations
11.
Alerby, Eva & Ulrika Bergmark. (2012). What can an image tell? Challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers. Journal of Arts and Humanities. 1(1). 95–104. 9 indexed citations
12.
Bergmark, Ulrika & Catrine Kostenius. (2012). Student Visual Narratives Giving Voice to Positive Learning Experiences – A contribution to educational reform. Academic Leadership The Online Journal. 10(1). 5 indexed citations
13.
Alerby, Eva, et al.. (2012). Improving the School Environment from a Student Perspective:Tensions and opportunities. Education Inquiry. 3(1). 19–35. 10 indexed citations
14.
Alerby, Eva, et al.. (2011). Learning Within and Beyond the Classroom: Compulsory School Students Voicing Their Positive Experiences of School. Scandinavian Journal of Educational Research. 56(5). 555–570. 16 indexed citations
15.
Bergmark, Ulrika & Catrine Kostenius. (2011). Uppskattningens kraft : lärande, etik och hälsa.
16.
Bergmark, Ulrika. (2009). Building an ethical learning community in schools. KTH Publication Database DiVA (KTH Royal Institute of Technology). 8 indexed citations
17.
Ghaye, Tony, Anita Melander‐Wikman, P. L. Chambers, et al.. (2008). Participatory and appreciative action and reflection (PAAR) – democratizing reflective practices. Reflective Practice. 9(4). 361–397. 115 indexed citations
18.
Bergmark, Ulrika & Eva Alerby. (2008). Developing an ethical school through appreciating practice? Students’ lived experience of ethical situations in school. Ethics and Education. 3(1). 41–55. 13 indexed citations
19.
Alerby, Eva, et al.. (2008). Well-being among children : some perspectives from a Swedish viewpoint. KTH Publication Database DiVA (KTH Royal Institute of Technology). 39–46. 1 indexed citations
20.
Bergmark, Ulrika. (2007). Ethical Learning through Meetings with Others. The International Journal of Learning Annual Review. 12(5). 105–112. 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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