Support for Learning

9.0k citations
930 papers · · active since 2016

Impact in

Papers in

    • Educational and Psychological Assessments 175
    • Collaborative Teaching and Inclusion 214
    • Education Systems and Policy 134
    • Parental Involvement in Education 102
    • Teacher Education and Leadership Studies 96
    • Early Childhood Education and Development 90

Support for Learning

774 papers receiving 6.8k citations

Peers

Support for Learning
Comparison fields: 5 of 147
  • Safety Research 1.8k
  • Developmental and Educational Psychology 2.3k
  • Education 5.3k
  • Clinical Psychology 2.4k
  • Human Factors and Ergonomics 175
Replace International Journal of Special Education (IJSE) with:
International Journal of Special Education (IJSE) United States
Journal of Research in Special Educational Needs United Kingdom
British Journal of Special Education United Kingdom
Journal of Research in Childhood Education United States
Rural Special Education Quarterly United States
Emotional and Behavioural Difficulties United Kingdom
Journal of Educational and Psychological Consultation United States
Journal of Disability Policy Studies United States
Educational Measurement Issues and Practice United States
Preventing School Failure Alternative Education for Children and Youth United States
Support for Learning relative to International Journal of Special Education (IJSE) United States International Journal of Special Education (IJSE)'s profile →
Citations per field
00.5×2×4×6×8×9×
International Journal of Special Education (IJSE) · 1×
Citations per year

Countries where authors publish in Support for Learning

Since Specialization
Citations

This map shows the geographic impact of research published in Support for Learning. 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 papers published in Support for Learning with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Support for Learning more than expected).

Fields of papers published in Support for Learning

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers published in Support for Learning. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers published in Support for Learning.

About Support for Learning

The 930 papers published in Support for Learning in the last decades have received a total of 9.0k indexed citations . Papers published in Support for Learning usually cover Developmental and Educational Psychology (307 papers), Education (607 papers), Safety Research (115 papers), Clinical Psychology (255 papers) and Cognitive Neuroscience (78 papers) specifically the topics of Collaborative Teaching and Inclusion (214 papers), Family and Disability Support Research (213 papers), Educational and Psychological Assessments (175 papers), Education Systems and Policy (134 papers), Parental Involvement in Education (102 papers), Teacher Education and Leadership Studies (96 papers), Early Childhood Education and Development (90 papers) and Disability Education and Employment (87 papers). The most active scholars publishing in Support for Learning are Jonathan Glazzard, Marilyn Espe-Sherwindt, Neil Humphrey, Alan Dyson, Christopher Boyle, Mel Ainscow, Garry Hornby, Ian Rivers, J. Wreford Watson and Eileen C. Winter.

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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