Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Creative learning environments in education—A systematic literature review
2012525 citationsDan Davies, Divya Jindal‐Snape et al.Thinking Skills and Creativityprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Alan Howe'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 Alan Howe with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alan Howe more than expected).
This network shows the impact of papers produced by Alan Howe. 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 Alan Howe. The network helps show where Alan Howe may publish in the future.
Co-authorship network of co-authors of Alan Howe
This figure shows the co-authorship network connecting the top 25 collaborators of Alan Howe.
A scholar is included among the top collaborators of Alan Howe 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 Alan Howe. Alan Howe 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.
Collier, Christopher, et al.. (2014). Teaching science and technology in the early years (3-7). 2nd ed. ResearchSPAce (Bath Spa University).1 indexed citations
Davies, Dan, Divya Jindal‐Snape, Chris Collier, et al.. (2012). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity. 8. 80–91.525 indexed citations breakdown →
5.
Howe, Alan, et al.. (2012). X-Hab Challenge: Students in the Critical Path.
Davies, Dan, et al.. (2004). How do trainee primary teachers understand creativity. Loughborough University Institutional Repository (Loughborough University).7 indexed citations
Davies, Dan & Alan Howe. (2003). Teaching science and design and technology in the early years. ResearchSPAce (Bath Spa University).7 indexed citations
15.
Davies, Dan, et al.. (2002). Creativity, culture and citizenship in primary design and technology. ResearchSPAce (Bath Spa University). 7(1). 26–28.1 indexed citations
16.
Howe, Alan, et al.. (2001). Primary Design and Technology for the Future: Creativity, Culture and Citizenship. Medical Entomology and Zoology.8 indexed citations
17.
Howe, Alan, et al.. (2000). Le théâtre professionnel à Paris, 1600-1649. Medical Entomology and Zoology.
Howe, Alan, et al.. (1993). Les Portugaiz infortunez. The Modern Language Review. 88(2). 462–462.
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.