Wieland Wermke

909 total citations
40 papers, 528 citations indexed

About

Wieland Wermke is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Wieland Wermke has authored 40 papers receiving a total of 528 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 22 papers in Political Science and International Relations and 16 papers in Sociology and Political Science. Recurrent topics in Wieland Wermke's work include Global Educational Policies and Reforms (21 papers), Teacher Education and Leadership Studies (20 papers) and Global Education and Multiculturalism (14 papers). Wieland Wermke is often cited by papers focused on Global Educational Policies and Reforms (21 papers), Teacher Education and Leadership Studies (20 papers) and Global Education and Multiculturalism (14 papers). Wieland Wermke collaborates with scholars based in Sweden, Norway and Ireland. Wieland Wermke's co-authors include Maija Salokangas, Eva Forsberg, Tine S. Prøitz, Jaakko Kauko, Daniel Alvunger, Ninni Wahlström, Ronny Freier, Karsten Krauskopf, Annika Andersson and William C. Smith and has published in prestigious journals such as Teaching and Teacher Education, Educational Administration Quarterly and Journal of Education Policy.

In The Last Decade

Wieland Wermke

35 papers receiving 490 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Wieland Wermke Sweden 14 438 144 125 77 42 40 528
Sølvi Mausethagen Norway 12 403 0.9× 118 0.8× 146 1.2× 159 2.1× 46 1.1× 36 563
Jim Gleeson Ireland 13 379 0.9× 97 0.7× 117 0.9× 30 0.4× 48 1.1× 40 476
Craig Skerritt Ireland 14 297 0.7× 99 0.7× 89 0.7× 89 1.2× 19 0.5× 35 378
Meghan Stacey Australia 13 331 0.8× 108 0.8× 132 1.1× 26 0.3× 37 0.9× 40 478
Andrea Priestley United Kingdom 4 336 0.8× 77 0.5× 113 0.9× 30 0.4× 24 0.6× 6 431
Walter Humes United Kingdom 14 439 1.0× 180 1.3× 202 1.6× 38 0.5× 23 0.5× 46 599
Nina Bascia Canada 11 441 1.0× 52 0.4× 113 0.9× 33 0.4× 29 0.7× 34 570
Margo C. O’Sullivan Ireland 11 507 1.2× 137 1.0× 93 0.7× 20 0.3× 22 0.5× 28 632
Mark Boylan United Kingdom 13 467 1.1× 51 0.4× 109 0.9× 73 0.9× 29 0.7× 39 601
Desley Hargreaves Australia 4 303 0.7× 51 0.4× 151 1.2× 88 1.1× 18 0.4× 5 493

Countries citing papers authored by Wieland Wermke

Since Specialization
Citations

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

Fields of papers citing papers by Wieland Wermke

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Wieland Wermke

This figure shows the co-authorship network connecting the top 25 collaborators of Wieland Wermke. A scholar is included among the top collaborators of Wieland Wermke 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 Wieland Wermke. Wieland Wermke 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.
Wermke, Wieland, et al.. (2025). School Leader Autonomy – a Systematic Review. Educational Administration Quarterly.
2.
3.
Wermke, Wieland, et al.. (2024). Inside de- and re-centralisation: the formation of governance in Swedish local education authorities during education reform. Journal of Educational Administration & History. 58(1). 53–71. 1 indexed citations
4.
5.
Prøitz, Tine S., Petter Aasen, & Wieland Wermke. (2023). From Education Policy to Education Practice. 3 indexed citations
6.
Wermke, Wieland, et al.. (2023). Principal’s autonomy and control in Sweden before and during COVID 19 - an explorative study. Nordic Journal of Studies in Educational Policy. 9(3). 276–288. 3 indexed citations
7.
Freier, Ronny, et al.. (2023). Juridification and regulative failures. The complicated implementation of international law into national schools. Journal of Education Policy. 39(1). 83–104. 5 indexed citations
8.
Wermke, Wieland, et al.. (2023). Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools. Scandinavian Journal of Educational Research. 69(1). 95–107. 3 indexed citations
9.
Wermke, Wieland, et al.. (2022). In the eye of the storm? Mapping out a story of principals’ decision-making in an era of decentralisation and re-centralisation. Journal of Educational Administration & History. 55(4). 420–440. 16 indexed citations
10.
Salokangas, Maija & Wieland Wermke. (2020). Unpacking autonomy for empirical comparative investigation. Oxford Review of Education. 46(5). 563–581. 18 indexed citations
11.
Wermke, Wieland, et al.. (2020). ‘A school for all’ in the policy and practice nexus: Comparing ‘doing inclusion’ in different contexts. Introduction to the special issue. Nordic Journal of Studies in Educational Policy. 6(1). 1–6. 8 indexed citations
12.
Wermke, Wieland, et al.. (2019). Internationellt jämförande pedagogik - en introduktion. Lund University Publications (Lund University). 1 indexed citations
13.
Wermke, Wieland & Tine S. Prøitz. (2019). Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession. Education Inquiry. 10(4). 300–327. 14 indexed citations
14.
Wermke, Wieland, et al.. (2016). Governing teachers by professional development: state programmes for continuing professional development in Sweden since 1991. Journal of Curriculum Studies. 49(3). 391–411. 24 indexed citations
15.
Prøitz, Tine S., et al.. (2015). Curriculum versus Didaktik revisited: towards a transnational curriculum theory : A special issue of Nordic Journal of Studies in Educational Policy, NordSTEP. 1 indexed citations
16.
Wermke, Wieland & Maija Salokangas. (2015). Autonomy in education: theoretical and empirical approaches to a contested concept. Nordic Journal of Studies in Educational Policy. 2015(2). 28841–28841. 18 indexed citations
17.
Wermke, Wieland. (2013). Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts. KTH Publication Database DiVA (KTH Royal Institute of Technology). 33(3). 512–9. 13 indexed citations
18.
Forsberg, Eva & Wieland Wermke. (2012). Knowledge sources and autonomy: German and Swedish teachers’ continuing professional development of assessment knowledge. Professional Development in Education. 38(5). 741–758. 18 indexed citations
19.
Wermke, Wieland, et al.. (2011). Bildungsreform zwischen nationaler Politik und internationalen Prozessen. Die schwedische Lehrerbildung und Bologna. BzL - Beiträge zur Lehrerinnen- und Lehrerbildung. 29(1). 27–38. 2 indexed citations
20.
Wermke, Wieland. (2010). Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden. Professional Development in Education. 37(5). 665–683. 31 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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