Alan McCully

1.4k total citations
40 papers, 789 citations indexed

About

Alan McCully is a scholar working on Sociology and Political Science, Education and Political Science and International Relations. According to data from OpenAlex, Alan McCully has authored 40 papers receiving a total of 789 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Sociology and Political Science, 25 papers in Education and 3 papers in Political Science and International Relations. Recurrent topics in Alan McCully's work include Educator Training and Historical Pedagogy (30 papers), Religious Education and Schools (14 papers) and Peace and Human Rights Education (8 papers). Alan McCully is often cited by papers focused on Educator Training and Historical Pedagogy (30 papers), Religious Education and Schools (14 papers) and Peace and Human Rights Education (8 papers). Alan McCully collaborates with scholars based in United Kingdom, United States and Malawi. Alan McCully's co-authors include Keith C. Barton, Alison Kitson, Úna O'Connor, Linda Clarke, Robert Phillips, Jessica Bates, Fionnuala Waldron, Carla van Boxtel, Jacqueline Reilly and Ayman K. Agbaria and has published in prestigious journals such as Teachers College Record The Voice of Scholarship in Education, Journal of Teacher Education and Journal of Curriculum Studies.

In The Last Decade

Alan McCully

38 papers receiving 688 citations

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author Last Decade Papers Cites
Alan McCully 683 549 64 53 47 40 789
Terrie Epstein 746 1.1× 637 1.2× 32 0.5× 32 0.6× 79 1.7× 29 809
Alice J. Pitt 228 0.3× 249 0.5× 58 0.9× 40 0.8× 28 0.6× 13 474
Geoffrey Short 508 0.7× 380 0.7× 175 2.7× 58 1.1× 12 0.3× 54 652
Rina Benmayor 266 0.4× 173 0.3× 21 0.3× 29 0.5× 138 2.9× 19 516
Audrey Thompson 447 0.7× 476 0.9× 55 0.9× 30 0.6× 5 0.1× 32 685
Claire McGlynn 360 0.5× 322 0.6× 51 0.8× 58 1.1× 7 0.1× 24 563
Verna St. Denis 321 0.5× 282 0.5× 19 0.3× 19 0.4× 6 0.1× 10 521
Vanessa Siddle Walker 958 1.4× 1.1k 2.0× 45 0.7× 35 0.7× 3 0.1× 22 1.3k
Madeleine R. Grumet 192 0.3× 296 0.5× 25 0.4× 53 1.0× 23 0.5× 37 435
Thandeka K. Chapman 359 0.5× 385 0.7× 34 0.5× 12 0.2× 10 0.2× 28 509

Countries citing papers authored by Alan McCully

Since Specialization
Citations

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

Fields of papers citing papers by Alan McCully

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Alan McCully

This figure shows the co-authorship network connecting the top 25 collaborators of Alan McCully. A scholar is included among the top collaborators of Alan McCully 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 McCully. Alan McCully 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.
McCully, Alan, et al.. (2023). Learning about conflict: the role of community museums in educating on difficult heritage in a divided society. International Journal of Heritage Studies. 29(5). 365–381. 4 indexed citations
2.
McCully, Alan, et al.. (2021). “But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society. Theory & Research in Social Education. 49(4). 510–539. 9 indexed citations
3.
McCully, Alan, et al.. (2020). The contrasting place of political history in the primary curricula of Ireland, north and south: a comparative study. Compare A Journal of Comparative and International Education. 52(3). 457–474. 2 indexed citations
4.
5.
McCully, Alan, et al.. (2014). Teaching controversial issues in conflict and in transition to peace: an analysis of policy and practice in Northern Ireland. Research Portal (Queen's University Belfast). 1 indexed citations
6.
McCully, Alan, et al.. (2013). Organisational self-evaluation and teacher education for community relations in a transforming society?. European Journal of Teacher Education. 36(3). 320–345. 2 indexed citations
7.
McCully, Alan. (2012). History teaching, conflict and the legacy of the past. Education Citizenship and Social Justice. 7(2). 145–159. 89 indexed citations
8.
McCully, Alan, et al.. (2012). The Professional Teaching of History: UK and Dutch Perspectives. 2 indexed citations
9.
Reilly, Jacqueline & Alan McCully. (2011). Critical Thinking And History Teaching In A Contested Society: The Potential Influence Of Social Cognitions.. American Educational Research Association Annual Meeting. 2 indexed citations
10.
Barton, Keith C. & Alan McCully. (2010). “You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History. Teachers College Record The Voice of Scholarship in Education. 112(1). 142–181. 60 indexed citations
11.
McCully, Alan, et al.. (2009). When History teaching really matters: understanding the intervention of School History on students’ neighbourhood learning in Northern Ireland. 8(1). 28–46. 2 indexed citations
12.
McCully, Alan, et al.. (2007). Teaching Controversial Issues.... where controversial issues really matter. Teaching history. 127(127). 89 indexed citations
13.
McCully, Alan. (2007). Recent Research on Teaching History in Northern Ireland: Informing Curriculum Change. 1 indexed citations
14.
Kelly, C., et al.. (2006). What does it mean to be a community relations professional in Northern Irish education? Some research‐based answers. Reflective Practice. 7(2). 215–231. 2 indexed citations
15.
McCully, Alan & Alison Kitson. (2005). "You Hear about It for Real in School." Avoiding, Containing and Risk-Taking in the History Classroom.. Teaching history. 120(120). 32–37. 42 indexed citations
16.
McCully, Alan, et al.. (2004). ‘‘They took Ireland away from us and we have to fight to get it back’’: Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes. Teaching history. 114(114). 17–21. 7 indexed citations
17.
Barton, Keith C., et al.. (2004). Reflecting on Elementary Children’s Understanding of History and Social Studies. Journal of Teacher Education. 55(1). 70–90. 33 indexed citations
18.
McCully, Alan. (2003). History Education’s Responses to a Divided Community: the example of Northern Ireland. 2(2). 1 indexed citations
19.
O'Connor, Úna, et al.. (2003). A research stuty of pupil perceptions of the schools community relations programme. 2 indexed citations
20.
McCully, Alan, et al.. (2002). “Don’t worry, Mr. Trimble, we can handle it” : balancing the emotional with the rational in teaching of contentious topics. Teaching history. 106(106). 6–12. 15 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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