Ute Suhl

1.3k total citations
16 papers, 615 citations indexed

About

Ute Suhl is a scholar working on Education, Sociology and Political Science and Information Systems and Management. According to data from OpenAlex, Ute Suhl has authored 16 papers receiving a total of 615 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 4 papers in Sociology and Political Science and 3 papers in Information Systems and Management. Recurrent topics in Ute Suhl's work include Education Methods and Technologies (7 papers), Mathematics Education and Teaching Techniques (6 papers) and Teacher Professional Development and Motivation (4 papers). Ute Suhl is often cited by papers focused on Education Methods and Technologies (7 papers), Mathematics Education and Teaching Techniques (6 papers) and Teacher Professional Development and Motivation (4 papers). Ute Suhl collaborates with scholars based in Germany and Norway. Ute Suhl's co-authors include Sigrid Blömeke, Gabriele Kaiser, Johannes König, Andreas Busse, Martina Döhrmann, Nils Buchholtz, Hartmut Wedekind, Jessica Hoth, Lars Jenßen and Christof Nachtigall and has published in prestigious journals such as Teaching and Teacher Education, Journal of Teacher Education and International Journal of Science and Mathematics Education.

In The Last Decade

Ute Suhl

15 papers receiving 577 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ute Suhl Germany 10 546 132 95 79 74 16 615
Martina Döhrmann Germany 12 508 0.9× 122 0.9× 75 0.8× 106 1.3× 58 0.8× 15 583
Mary Pittman United States 5 668 1.2× 175 1.3× 82 0.9× 67 0.8× 28 0.4× 8 740
Anthony J Gabriele United States 10 401 0.7× 148 1.1× 61 0.6× 42 0.5× 71 1.0× 18 496
Xinrong Yang China 12 586 1.1× 153 1.2× 45 0.5× 90 1.1× 60 0.8× 27 671
Geoff Wake United Kingdom 14 545 1.0× 138 1.0× 94 1.0× 76 1.0× 22 0.3× 49 666
Thorsten Scheiner Australia 11 580 1.1× 162 1.2× 40 0.4× 114 1.4× 42 0.6× 34 669
Allison Ward Parsons United States 11 428 0.8× 187 1.4× 54 0.6× 21 0.3× 51 0.7× 23 547
Mareike Kobarg Germany 7 463 0.8× 140 1.1× 95 1.0× 14 0.2× 65 0.9× 10 552
Armin Jentsch Germany 10 453 0.8× 77 0.6× 31 0.3× 94 1.2× 71 1.0× 29 542
Ulla Runesson Sweden 13 583 1.1× 215 1.6× 67 0.7× 111 1.4× 16 0.2× 43 689

Countries citing papers authored by Ute Suhl

Since Specialization
Citations

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

Fields of papers citing papers by Ute Suhl

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ute Suhl

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

All Works

16 of 16 papers shown
1.
Blömeke, Sigrid, Johannes König, Ute Suhl, Jessica Hoth, & Martina Döhrmann. (2018). Wie situationsbezogen ist die Kompetenz von Lehrkräften? Zur Generalisierbarkeit der Ergebnisse von videobasierten Performanztests. Zeitschrift für Pädagogik. 61(3). 310–327. 16 indexed citations
2.
Blömeke, Sigrid, Andreas Busse, Gabriele Kaiser, Johannes König, & Ute Suhl. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education. 56. 35–46. 80 indexed citations
3.
Blömeke, Sigrid, et al.. (2015). Leistungstests zur Messung der professionellen Kompetenz frühpädagogischer Fachkräfte. Zeitschrift für Pädagogische Psychologie. 29(3-4). 177–191. 17 indexed citations
4.
Nachtigall, Christof & Ute Suhl. (2014). 04.2002.02: Der Regressionseffekt Mythos und Wirklichkeit. 1 indexed citations
5.
Blömeke, Sigrid, Johannes König, Andreas Busse, et al.. (2014). Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht. Zeitschrift für Erziehungswissenschaft. 17(3). 509–542. 50 indexed citations
6.
Blömeke, Sigrid, Ute Suhl, & Martina Döhrmann. (2013). ASSESSING STRENGTHS AND WEAKNESSES OF TEACHER KNOWLEDGE IN ASIA, EASTERN EUROPE, AND WESTERN COUNTRIES: DIFFERENTIAL ITEM FUNCTIONING IN TEDS-M. International Journal of Science and Mathematics Education. 11(4). 795–817. 19 indexed citations
7.
Blömeke, Sigrid, Nils Buchholtz, Ute Suhl, & Gabriele Kaiser. (2013). Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs. Teaching and Teacher Education. 37. 130–139. 43 indexed citations
8.
König, Johannes, et al.. (2013). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education. 38. 76–88. 183 indexed citations
9.
Kaiser, Gabriele, Sigrid Blömeke, Rainer Lehmann, et al.. (2012). Empirische Studien zur Wirksamkeit der Mathematiklehrerausbildung. Technische Universität Dortmund Eldorado (Technische Universität Dortmund). 1 indexed citations
10.
Blömeke, Sigrid, Ute Suhl, & Martina Döhrmann. (2012). Zusammenfügen was zusammengehört. Kompetenzprofile am Ende der Lehrerausbildung im internationalen Vergleich. Zeitschrift für Pädagogik. 58(4). 422–440. 13 indexed citations
11.
Blömeke, Sigrid, Ute Suhl, Gabriele Kaiser, & Martina Döhrmann. (2011). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education. 28(1). 44–55. 90 indexed citations
12.
Blömeke, Sigrid, Ute Suhl, & Gabriele Kaiser. (2011). Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge. Journal of Teacher Education. 62(2). 154–171. 87 indexed citations
13.
Blömeke, Sigrid & Ute Suhl. (2010). Modellierung von Lehrerkompetenzen. Zeitschrift für Erziehungswissenschaft. 13(3). 473–505. 8 indexed citations
14.
Kaiser, Gabriele, Nils Buchholtz, Björn Schwarz, et al.. (2010). Kompetenzentwicklung in der Mathematik-Gymnasiallehrerausbildung eine empirische Studie an fünf deutschen Universitäten. Technische Universität Dortmund Eldorado (Technische Universität Dortmund). 1 indexed citations
15.
Blömeke, Sigrid & Ute Suhl. (2010). Nutzung unterschiedlicher IRT-Skalierungen zur Diagnose von Stärken und Schwächen deutscher Referendarinnen und Referendare im internationalen Vergleich. 2 indexed citations
16.
Nachtigall, Christof & Ute Suhl. (2005). Evaluation intraindividueller Veränderung. Zeitschrift für Klinische Psychologie und Psychotherapie. 34(4). 241–247. 4 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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