This map shows the geographic impact of Doug Clarke'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 Doug Clarke with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Doug Clarke more than expected).
This network shows the impact of papers produced by Doug Clarke. 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 Doug Clarke. The network helps show where Doug Clarke may publish in the future.
Co-authorship network of co-authors of Doug Clarke
This figure shows the co-authorship network connecting the top 25 collaborators of Doug Clarke.
A scholar is included among the top collaborators of Doug Clarke 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 Doug Clarke. Doug Clarke is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Clarke, Doug. (2021). Calling a spade a spade: The impact of withinclass ability grouping on opportunity to learn mathematics in the primary school. Australian primary mathematics classroom/Australian primary mathematics classroom (Online).2 indexed citations
3.
Chan, Man Ching Esther, David Clarke, Anne Roche, & Doug Clarke. (2019). How Do Teachers Learn? Different Mechanisms of Teacher In-Class Learning.. Mathematics Education Research Group of Australasia.2 indexed citations
Clarke, Doug, et al.. (2016). Understanding time: A research based framework. Research Bank (Australian Catholic University). 592.1 indexed citations
6.
Cheeseman, Jill, et al.. (2016). Introducing Challenging Tasks: Inviting and Clarifying without Explaining and Demonstrating.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 21(3). 3–6.9 indexed citations
7.
Clarke, Doug, David Clarke, Anne Roche, & Man Ching Esther Chan. (2015). Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons.. Mathematics Education Research Group of Australasia.4 indexed citations
8.
Clarke, Doug, et al.. (2014). Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning.. Mathematics teacher education and development. 16(2). 46–70.18 indexed citations
9.
Roche, Anne & Doug Clarke. (2014). Teachers Holding Back from Telling: A Key to Student Persistence on Challenging Tasks.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 19(4). 3–8.4 indexed citations
Sullivan, Peter, Doug Clarke, Barbara Clarke, & Helen O’Shea. (2010). Exploring the relationship between task, teacher actions, and student learning. 'Exploración de las relaciones entre tarea, acciones del profesor y aprendizaje del estudiante'. SHILAP Revista de lepidopterología.8 indexed citations
12.
Clarke, Doug & Anne Roche. (2010). The Power of a Single Game to Address a Range of Important Ideas in Fraction Learning. Research Bank (Australian Catholic University). 15(3). 18–24.10 indexed citations
13.
Clarke, Doug & Anne Roche. (2010). Teachers' Extent of the Use of Particular Task Types in Mathematics and Choices behind That Use.. Mathematics Education Research Group of Australasia. 67(5). 153–9.5 indexed citations
Clarke, Doug & Anne Roche. (2009). Using Mathematical Tasks Built around 'Real' Contexts: Opportunities and Challenges for Teachers and Students. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 14(2). 24–31.3 indexed citations
16.
Clarke, Doug. (2006). Fractions as division: The forgotten notion?. Research Bank (Australian Catholic University).10 indexed citations
17.
Clarke, Doug. (2003). An issue in teaching and learning subtraction: What's the difference?. Research Bank (Australian Catholic University). 8(3). 4.1 indexed citations
18.
Clarke, Doug. (2002). Making Measurement Come Alive with a Children's Storybook: The Story of Alexander. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 7(3). 9.6 indexed citations
19.
Clarke, Doug, et al.. (1997). “I find the term customer offensive”. International Journal of Health Care Quality Assurance. 10(7). 267–276.8 indexed citations
20.
Clarke, Doug, et al.. (1987). MCTP Assessment Alternatives in Mathematics.. The Australian mathematics teacher. 43(3). 11–12.2 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.