Carl Emery
- Education top 5%
- Clinical Psychology top 10%
- Safety Research top 10%
- Developmental and Educational Psychology
- Social Psychology
- Co-authors
- Michael WigelsworthAmelia J. ScottJeremy OldfieldAnn LendrumD. L. WatsonKaren McInnesPhil BaylissCarlo Raffo
- Topics
- Teacher Education and Leadership Studies (3 papers)Early Childhood Education and Development (3 papers)Parental Involvement in Education (2 papers)
- Journals
- British Educational Research JournalCambridge Journal of EducationEducation Policy Analysis Archives
- Partner nations
- United KingdomNetherlands
In The Last Decade
Carl Emery
11 papers receiving 219 citations
Peers
Comparison fields: 5 of 44
- Education 180
- Clinical Psychology 111
- Safety Research 48
- Developmental and Educational Psychology 40
- Social Psychology 40
Countries citing papers authored by Carl Emery
This map shows the geographic impact of Carl Emery'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 Carl Emery with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Carl Emery more than expected).
Fields of papers citing papers by Carl Emery
This network shows the impact of papers produced by Carl Emery. 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 Carl Emery. The network helps show where Carl Emery may publish in the future.
Co-authorship network of co-authors of Carl Emery
This figure shows the co-authorship network connecting the top 25 collaborators of Carl Emery. A scholar is included among the top collaborators of Carl Emery 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 Carl Emery. Carl Emery is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 155 | |
| 3 | 12 | |
| 4 | Ministering to education | 3 |
| 5 | Children’s wellbeing in Wales: an ethos under attack | 1 |
| 6 | 4 | |
| 7 | 2 | |
| 8 | 46 | |
| 9 | 1 | |
| 10 | 10 | |
| 11 | Administrative law : Legal challenges to official action | 0 |
| 12 | Public Law or Private Law?: The Limits of Procedural Reform | 1 |
| 13 | 0 | |
| 14 | Judicial Review: Legal Limits of Official Power | 0 |
| 15 | 1 |
About Carl Emery
Carl Emery is a scholar working on Political Science and International Relations, Law and Accounting, having authored 15 papers that have together received 237 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (3 papers), Early Childhood Education and Development (3 papers) and Parental Involvement in Education (2 papers). The work is most often cited by research in Education (180 citations), Safety Research (48 citations) and Clinical Psychology (111 citations). Carl Emery has collaborated with scholars based in United Kingdom and Netherlands. Frequent co-authors include Michael Wigelsworth, Amelia J. Scott, Jeremy Oldfield, Ann Lendrum, D. L. Watson, Karen McInnes, Phil Bayliss and Carlo Raffo. Their work appears in journals such as British Educational Research Journal, Cambridge Journal of Education and Education Policy Analysis Archives.
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.