Andrew Noyes
- Education top 2%
- Modeling and Simulation top 2%
- Sociology and Political Science
- Experimental and Cognitive Psychology top 10%
- Philosophy top 5%
- Co-authors
- Christine HallPat DrakeGeoff WakeNate FosterPavol ČernýRoger MurphyRichard MatthewsThomas Falkenberg
- Topics
- Teacher Education and Leadership Studies (16 papers)Mathematics Education and Programs (16 papers)School Choice and Performance (14 papers)
- Journals
- SHILAP Revista de lepidopterologíaTeaching and Teacher EducationBritish Journal of Educational Studies
- Partner nations
- United KingdomAustraliaCanada
In The Last Decade
Andrew Noyes
49 papers receiving 542 citations
Peers
Comparison fields: 5 of 74
- Education 487
- Modeling and Simulation 110
- Sociology and Political Science 99
- Experimental and Cognitive Psychology 77
- Philosophy 53
Countries citing papers authored by Andrew Noyes
This map shows the geographic impact of Andrew Noyes'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 Andrew Noyes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andrew Noyes more than expected).
Fields of papers citing papers by Andrew Noyes
This network shows the impact of papers produced by Andrew Noyes. 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 Andrew Noyes. The network helps show where Andrew Noyes may publish in the future.
Co-authorship network of co-authors of Andrew Noyes
This figure shows the co-authorship network connecting the top 25 collaborators of Andrew Noyes. A scholar is included among the top collaborators of Andrew Noyes 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 Andrew Noyes. Andrew Noyes is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 1 | |
| 3 | 2 | |
| 4 | 0 | |
| 5 | 3 | |
| 6 | 1 | |
| 7 | 0 | |
| 8 | 6 | |
| 9 | 14 | |
| 10 | 11 | |
| 11 | 5 | |
| 12 | 2 | |
| 13 | 20 | |
| 14 | 32 | |
| 15 | Mathematics Counts… for what?: Rethinking the Mathematics Curriculum in England | 4 |
| 16 | 1 | |
| 17 | 27 | |
| 18 | 22 | |
| 19 | 24 | |
| 20 | 8 |
About Andrew Noyes
Andrew Noyes is a scholar working on Human Factors and Ergonomics, Modeling and Simulation and Education, having authored 52 papers that have together received 606 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (16 papers), Mathematics Education and Programs (16 papers) and School Choice and Performance (14 papers). The work is most often cited by research in Modeling and Simulation (110 citations), Education (487 citations) and Human Factors and Ergonomics (32 citations). Andrew Noyes has collaborated with scholars based in United Kingdom, Australia and Canada. Frequent co-authors include Christine Hall, Pat Drake, Geoff Wake, Nate Foster, Pavol Černý, Roger Murphy, Richard Matthews, Thomas Falkenberg, Candice Harris and Toby Greany. Their work appears in journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and British Journal of Educational Studies.
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.