This map shows the geographic impact of Dana Perlman'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 Dana Perlman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dana Perlman more than expected).
This network shows the impact of papers produced by Dana Perlman. 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 Dana Perlman. The network helps show where Dana Perlman may publish in the future.
Co-authorship network of co-authors of Dana Perlman
This figure shows the co-authorship network connecting the top 25 collaborators of Dana Perlman.
A scholar is included among the top collaborators of Dana Perlman 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 Dana Perlman. Dana Perlman is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Patterson, Christopher, et al.. (2021). Informing work-integrated learning through Recovery Camp. Research Online (University of Wollongong). 22(1). 73–81.4 indexed citations
4.
Perlman, Dana, et al.. (2020). Work Integrated Learning experiences for mental health nursing education: The importance of clinical facilitators. Research Online (University of Wollongong). 47.1 indexed citations
Perlman, Dana, Lorna Moxham, Christopher Patterson, et al.. (2016). Student's intention to work in mental health: analysing their motivations. International Journal of Mental Health Nursing. 13.1 indexed citations
Perlman, Dana, Lorna Moxham, Shane Pegg, et al.. (2015). Recovery Camp: Enhancing the professional learning of future professionals. International Journal of Mental Health Nursing. 24. 37–37.2 indexed citations
14.
Perlman, Dana. (2014). Self-Determination Theory and teacher instruction: A positive partnership for student performance and involvement. SHILAP Revista de lepidopterología.2 indexed citations
15.
Perlman, Dana. (2013). Effective teaching and motivation: application of self-determination theory. SHILAP Revista de lepidopterología.9 indexed citations
16.
Perlman, Dana. (2013). Manipulation of the Self-Determined Learning Environment on Student Motivation and Affect within Secondary Physical Education.. Research Online (University of Wollongong). 70(4). 413–428.6 indexed citations
17.
Perlman, Dana, et al.. (2012). A COMPARATIVE ANALYSIS BETWEEN PRIMARY AND SECONDARY TEACHERS: A SELFDETERMINATION PERSPECTIVE. Research Online (University of Wollongong). 7. 8.2 indexed citations
18.
Perlman, Dana. (2011). The influence of an autonomy-supportive intervention on preservice teacher instruction: a self-determined perspective. The Australian journal of teacher education. 36(11). 6.17 indexed citations
19.
Collier, Connie S., Dana Perlman, & Jennifer L. Fisette. (2009). Getting open: games that teach spatial awareness. Research Online (University of Wollongong). 18(8). 25–28.2 indexed citations
20.
Perlman, Dana & Grace Goc Karp. (2007). Using TARGET to enhance preservice classroom teachers' ability to identify and develop a motivational climate in physical education. Research Online (University of Wollongong). 64(2). 102–113.5 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.