Ulrike Thomas

461 total citations
19 papers, 301 citations indexed

About

Ulrike Thomas is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Ulrike Thomas has authored 19 papers receiving a total of 301 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 7 papers in Sociology and Political Science and 3 papers in Political Science and International Relations. Recurrent topics in Ulrike Thomas's work include Educational Environments and Student Outcomes (8 papers), Teacher Education and Leadership Studies (5 papers) and Reflective Practices in Education (4 papers). Ulrike Thomas is often cited by papers focused on Educational Environments and Student Outcomes (8 papers), Teacher Education and Leadership Studies (5 papers) and Reflective Practices in Education (4 papers). Ulrike Thomas collaborates with scholars based in United Kingdom and Australia. Ulrike Thomas's co-authors include Pamela Woolner, Lucy Tiplady, Rachel Lofthouse, Jillian Clarke, David Leat, Karen Laing, Kate Wall, Elaine Hall, Jennifer Charteris and Colleen M. Cummings and has published in prestigious journals such as International Journal of Qualitative Studies in Education, Journal of Educational Change and Learning Environments Research.

In The Last Decade

Ulrike Thomas

18 papers receiving 281 citations

Peers

Ulrike Thomas

EDUCA

SPS

HTM

HFE

DEP

Lucy Tiplady United Kingdom

Leon Benadé New Zealand

Derek Bland Australia

Anneli Frelin Sweden

Natalie Canning United Kingdom

Graham S. Maxwell Australia

Anna Kilderry Australia

Thomas DeVere Wolsey United States

Sue Rogers United Kingdom

Jan Millwater Australia

Lucy Tiplady United Kingdom

Ulrike Thomas

244 ×1.1

EDUCA

101 ×1.3

SPS

45 ×1.3

HTM

21 ×0.7

HFE

22 ×0.9

DEP

Citations per year, relative to Ulrike Thomas Ulrike Thomas (= 1×) peers Lucy Tiplady

Countries citing papers authored by Ulrike Thomas

Since Specialization

Citations

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

Fields of papers citing papers by Ulrike Thomas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ulrike Thomas

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

All Works

Sort: Min cites: Since: Top N: Style:

19 of 19 papers shown

1.

Laing, Karen, Ulrike Thomas, Lucy Tiplady, & Liz Todd. (2025). Partnerships to tackle the effects of socio-economic inequality on children’s experiences of school. European Educational Research Journal. 1 indexed citations

2.

Leat, David, Ulrike Thomas, & Alison Whelan. (2025). Community curriculum making. Education 3-13. 53(7). 1162–1174.

3.

Woolner, Pamela, Ulrike Thomas, & Jennifer Charteris. (2021). The risks of standardised school building design: Beyond aligning the parts of a learning environment. European Educational Research Journal. 21(4). 627–644. 7 indexed citations

4.

Leat, David & Ulrike Thomas. (2018). Exploring the role of ‘brokers’ in developing a localised curriculum. The Curriculum Journal. 29(2). 201–218. 9 indexed citations

5.

Woolner, Pamela, Ulrike Thomas, & Lucy Tiplady. (2018). Structural change from physical foundations: The role of the environment in enacting school change. Journal of Educational Change. 19(2). 223–242. 45 indexed citations

6.

Clarke, Jillian, Karen Laing, David Leat, et al.. (2017). Transformation in interdisciplinary research methodology: the importance of shared experiences in landscapes of practice. International Journal of Research & Method in Education. 40(3). 243–256. 28 indexed citations

7.

Cotterill, Simon, Katherine Lloyd, J. W. Coburn, et al.. (2016). Co-curate: Working with Schools and Communities to Add Value to Open Collections. Journal of Interactive Media in Education. 2016(1). 14–14. 9 indexed citations

8.

Leat, David & Ulrike Thomas. (2016). Productive Pedagogies: narrowing the gap between schools and communities?. FORUM. 58(3). 371–371. 3 indexed citations

9.

Lofthouse, Rachel & Ulrike Thomas. (2015). Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices. Professional Development in Education. 43(1). 36–56. 36 indexed citations

10.

Woolner, Pamela, Jillian Clarke, Karen Laing, Ulrike Thomas, & Lucy Tiplady. (2014). A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school. Improving Schools. 17(2). 148–162. 26 indexed citations

11.

Lofthouse, Rachel & Ulrike Thomas. (2014). Mentoring student teachers; a vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education. 3(3). 201–218. 12 indexed citations

12.

Thomas, Ulrike, Lucy Tiplady, & Kate Wall. (2013). Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn. International Journal of Qualitative Studies in Education. 27(3). 397–411. 6 indexed citations

13.

Leat, David, et al.. (2012). The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies. European Educational Research Journal. 11(3). 400–412. 21 indexed citations

14.

Woolner, Pamela, Jillian Clarke, Karen Laing, Ulrike Thomas, & Lucy Tiplady. (2012). Changing Spaces: Preparing Students and Teachers for a New Learning Environment. Children Youth and Environments. 22(1). 52–52. 20 indexed citations

15.

Woolner, Pamela, Jillian Clarke, Karen Laing, Ulrike Thomas, & Lucy Tiplady. (2012). Changing Spaces: Preparing Students and Teachers for a New Learning Environment. Children Youth and Environments. 22(1). 52–74. 3 indexed citations

16.

Lofthouse, Rachel, et al.. (2011). Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Northumbria Research Link (Northumbria University). 2(1). 1 indexed citations

17.

Woolner, Pamela, Jillian Clarke, Elaine Hall, et al.. (2010). Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design. Learning Environments Research. 13(1). 1–22. 67 indexed citations

18.

Woolner, Pamela, Ulrike Thomas, Liz Todd, & Colleen M. Cummings. (2009). How do visually mediated encounters differ from traditional interviews. 6 indexed citations

19.

Woolner, Pamela, Jillian Clarke, & Ulrike Thomas. (2008). Using visual activities to mediate a learning conversation about how a school community regards its premises. 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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