Wendy Scott

667 total citations
10 papers, 366 citations indexed

About

Wendy Scott is a scholar working on Education, Sociology and Political Science and Experimental and Cognitive Psychology. According to data from OpenAlex, Wendy Scott has authored 10 papers receiving a total of 366 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Education, 2 papers in Sociology and Political Science and 1 paper in Experimental and Cognitive Psychology. Recurrent topics in Wendy Scott's work include Teacher Education and Leadership Studies (2 papers), Educator Training and Historical Pedagogy (2 papers) and Innovative Teaching Methodologies in Social Sciences (2 papers). Wendy Scott is often cited by papers focused on Teacher Education and Leadership Studies (2 papers), Educator Training and Historical Pedagogy (2 papers) and Innovative Teaching Methodologies in Social Sciences (2 papers). Wendy Scott collaborates with scholars based in Australia, United States and Canada. Wendy Scott's co-authors include Sabrina Peck, Bruce Allen Knight, Michelle Dunn, Birgit Loch, Michael J. Lawson, Sean H. K. Kang, Penny Van Deur, Emily White, Brandon M. Butler and Mirella Wyra and has published in prestigious journals such as TESOL Quarterly, Teaching and Teacher Education and Theory & Research in Social Education.

In The Last Decade

Wendy Scott

9 papers receiving 268 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Wendy Scott Australia	5	209	149	137	112	67	10	366
Mar Gutiérrez‐Colón Spain	10	126 0.6×	104 0.7×	116 0.8×	114 1.0×	60 0.9×	32	322
Carisma Dreyer South Africa	5	132 0.6×	58 0.4×	92 0.7×	153 1.4×	43 0.6×	15	259
Abbas Pourhossein Gilakjani Iran	9	168 0.8×	193 1.3×	270 2.0×	213 1.9×	93 1.4×	11	530
Nasrin Hadidi Tamjid Iran	7	179 0.9×	62 0.4×	96 0.7×	124 1.1×	53 0.8×	26	281
Karen Bromley United States	10	158 0.8×	45 0.3×	55 0.4×	128 1.1×	40 0.6×	28	254
Hazita Azman Malaysia	7	180 0.9×	143 1.0×	164 1.2×	110 1.0×	96 1.4×	13	368
Ken Beatty United States	4	156 0.7×	98 0.7×	177 1.3×	127 1.1×	110 1.6×	9	361
Hossein Bozorgian Iran	12	173 0.8×	84 0.6×	242 1.8×	207 1.8×	93 1.4×	42	398
Ramiaida Darmi Malaysia	9	147 0.7×	93 0.6×	89 0.6×	90 0.8×	47 0.7×	46	277
Abdolmajid Hayati Iran	7	77 0.4×	103 0.7×	181 1.3×	62 0.6×	42 0.6×	16	323

Countries citing papers authored by Wendy Scott

Since Specialization

Citations

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

Fields of papers citing papers by Wendy Scott

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Wendy Scott

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

All Works

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10 of 10 papers shown

Lawson, Michael J., Penny Van Deur, Wendy Scott, et al.. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education. 125. 104043–104043. 7 indexed citations

Scott, Wendy. (2022). The Reading Framework: Not the best guide to follow. FORUM. 64(1). 29–47. 1 indexed citations

Scott, Wendy. (2018). Still Not Listening? Ofsted's Influence on the Shape of the Reception Year, the Teaching of Early Years Reading in England, and Other Concerns from an Early Years Perspective. FORUM. 60(3). 289–300. 2 indexed citations

Dunn, Michelle, Birgit Loch, & Wendy Scott. (2017). The effectiveness of resources created by students as partners in explaining the relevance of mathematics in engineering education. International Journal of Mathematical Education in Science and Technology. 49(1). 31–45. 6 indexed citations

Scott, Wendy, et al.. (2015). Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks. The Social Studies. 106(3). 92–103. 4 indexed citations

Butler, Brandon M., et al.. (2015). Knowledge Transmission Versus Social Transformation: A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks. Theory & Research in Social Education. 43(1). 102–134. 4 indexed citations

Scott, Wendy, et al.. (2006). Professional development for inclusive differentiated teaching practice. QUT ePrints (Queensland University of Technology). 11(1). 35–44. 1 indexed citations

Knight, Bruce Allen & Wendy Scott. (2004). Learning difficulties : multiple perspectives. Acquire (CQUniversity). 27 indexed citations

Peck, Sabrina, et al.. (1993). Teaching English to Children. TESOL Quarterly. 27(2). 350–350. 314 indexed citations

10.

Scott, Wendy, et al.. (1979). Are you listening. Oxford University Press eBooks.

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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