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.
This map shows the geographic impact of Clare Lee'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 Clare Lee with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Clare Lee more than expected).
This network shows the impact of papers produced by Clare Lee. 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 Clare Lee. The network helps show where Clare Lee may publish in the future.
Co-authorship network of co-authors of Clare Lee
This figure shows the co-authorship network connecting the top 25 collaborators of Clare Lee.
A scholar is included among the top collaborators of Clare Lee 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 Clare Lee. Clare Lee is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Lee, Clare, et al.. (2018). Area 1: An Overview of Evidence for the National Approach to Professional Learning in Education. Open Research Online (The Open University).1 indexed citations
Johnston‐Wilder, Sue, et al.. (2015). Developing peer coaching for mathematical resilience in post- 16 students who are encountering mathematics in other subjects. Warwick Research Archive Portal (University of Warwick). 6002–6011.5 indexed citations
6.
Johnston‐Wilder, Sue, et al.. (2015). DEVELOPING MATHEMATICAL RESILIENCE IN SCHOOL- STUDENTS WHO HAVE EXPERIENCED REPEATED FAILURE. Warwick Research Archive Portal (University of Warwick). 6358–6367.19 indexed citations
7.
Johnston‐Wilder, Sue, et al.. (2014). DEVELOPING COACHES FOR MATHEMATICAL RESILIENCE: LEVEL 2. Open Research Online (The Open University). 4457–4465.5 indexed citations
8.
Johnston‐Wilder, Sue, et al.. (2013). Developing coaches for mathematical resilience. Open Research Online (The Open University). 2326–2333.25 indexed citations
Johnston‐Wilder, Sue, et al.. (2011). Exit Interviews: Undergraduates Who Leave Mathematics behind.. Open Research Online (The Open University). 31(2). 21–26.4 indexed citations
11.
Johnston‐Wilder, Sue & Clare Lee. (2010). Developing mathematical resilience. Open Research Online (The Open University).43 indexed citations
12.
Johnston‐Wilder, Sue & Clare Lee. (2010). Leading Practice and Managing Change in the Mathematics Department.1 indexed citations
13.
Frowd, Charlie D., et al.. (2009). Further automating and refining the construction and recognition of facial composite images. CLOK (University of Central Lancashire).4 indexed citations
14.
Lee, Clare. (2009). Fixed or Growth--Does It Matter?..1 indexed citations
Lee, Clare, et al.. (1996). Numeracy through Literacy. Educational Action Research. 4(1). 59–72.4 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.