Chris Reading
About
In The Last Decade
Chris Reading
30 papers receiving 643 citations
Peers
Comparison fields: 5 of 85
- Education 479
- Statistics and Probability 322
- Information Systems 131
- Computer Science Applications 81
- Developmental and Educational Psychology 58
Countries citing papers authored by Chris Reading
This map shows the geographic impact of Chris Reading'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 Chris Reading with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chris Reading more than expected).
Fields of papers citing papers by Chris Reading
This network shows the impact of papers produced by Chris Reading. 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 Chris Reading. The network helps show where Chris Reading may publish in the future.
Co-authorship network of co-authors of Chris Reading
This figure shows the co-authorship network connecting the top 25 collaborators of Chris Reading. A scholar is included among the top collaborators of Chris Reading 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 Chris Reading. Chris Reading is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 22 | |
| 2 | 4 | |
| 3 | 69 | |
| 4 | Resistance to Advocacy: Pre-Service Teachers Recognising the Potential of Curriculum-Based Virtual Worlds for TPACK-Framed Science Teaching. | 6 |
| 5 | Teacher educators as learners: Enabling learning while developing innovative practice in ICT-rich education. | 12 |
| 6 | 21 | |
| 7 | Building teacher educator TPACK: Developing leaders as a catalyst for change in ICT Education | 4 |
| 8 | Videoconferencing between Australian and Korean schools for Intercultural Exchanges | 1 |
| 9 | 167 | |
| 10 | Using ICT to increase professional connectedness for teachers in remote Australia | 4 |
| 11 | Developing a framework for reasoning about explained and unexplained variation | 1 |
| 12 | Focusing on ICT in Rural and Regional Education in Australia | 3 |
| 13 | Connecting teachers in remote Australia: Challenges in realising the potential of videoconferencing | 3 |
| 14 | 3 | |
| 15 | A Critical Step in Students' Reasoning about Distribution: Moving from Understanding to Using for Inference | 0 |
| 16 | LISTEN TO THE STUDENTS: UNDERSTANDING AND SUPPORTING STUDENTS' REASONING ABOUT VARIATION | 3 |
| 17 | A HIERARCHY OF TERTIARY STUDENTS' CONSIDERATION OF VARIATION | 8 |
| 18 | Using Solo to Analyse Group Responses. | 1 |
| 19 | 13 | |
| 20 | School Mathematics Students' Acknowledgement of Statistical Variation | 19 |
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.