Doug Clarke
About
In The Last Decade
Doug Clarke
62 papers receiving 999 citations
Peers
Comparison fields: 5 of 71
- Education 1.1k
- Statistics and Probability 560
- Developmental and Educational Psychology 214
- Applied Mathematics 160
- Experimental and Cognitive Psychology 82
Countries citing papers authored by Doug Clarke
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).
Fields of papers citing papers by Doug Clarke
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.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | Calling a spade a spade: The impact of withinclass ability grouping on opportunity to learn mathematics in the primary school | 2 |
| 3 | How Do Teachers Learn? Different Mechanisms of Teacher In-Class Learning. | 2 |
| 4 | 64 | |
| 5 | Understanding time: A research based framework | 1 |
| 6 | Introducing Challenging Tasks: Inviting and Clarifying without Explaining and Demonstrating. | 9 |
| 7 | Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons. | 4 |
| 8 | Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning. | 18 |
| 9 | Teachers Holding Back from Telling: A Key to Student Persistence on Challenging Tasks. | 4 |
| 10 | Professor's Page: Do Demonstration Lessons Work? | 3 |
| 11 | Exploring the relationship between task, teacher actions, and student learning. 'Exploración de las relaciones entre tarea, acciones del profesor y aprendizaje del estudiante' | 8 |
| 12 | The Power of a Single Game to Address a Range of Important Ideas in Fraction Learning | 10 |
| 13 | Teachers' Extent of the Use of Particular Task Types in Mathematics and Choices behind That Use. | 5 |
| 14 | 23 | |
| 15 | Using Mathematical Tasks Built around 'Real' Contexts: Opportunities and Challenges for Teachers and Students | 3 |
| 16 | Fractions as division: The forgotten notion? | 10 |
| 17 | An issue in teaching and learning subtraction: What's the difference? | 1 |
| 18 | Making Measurement Come Alive with a Children's Storybook: The Story of Alexander | 6 |
| 19 | 8 | |
| 20 | MCTP Assessment Alternatives in Mathematics. | 2 |
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.