This map shows the geographic impact of Drew Polly'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 Drew Polly with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Drew Polly more than expected).
This network shows the impact of papers produced by Drew Polly. 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 Drew Polly. The network helps show where Drew Polly may publish in the future.
Co-authorship network of co-authors of Drew Polly
This figure shows the co-authorship network connecting the top 25 collaborators of Drew Polly.
A scholar is included among the top collaborators of Drew Polly 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 Drew Polly. Drew Polly is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Polly, Drew, et al.. (2019). The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons. Mathematics teacher education and development. 20(1). 62–85.5 indexed citations
6.
Polly, Drew & Ian C. Binns. (2018). Elementary Education Candidates’ Integration of Technology in Science Units. 18(4). 631–647.1 indexed citations
7.
Martin, Christie, Drew Polly, Chuang Wang, Richard G. Lambert, & David Pugalee. (2016). Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts".. International Journal for Technology in Mathematics Education. 23(1). 3–11.8 indexed citations
Polly, Drew. (2015). Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course.. Journal of Computers in Mathematics and Science Teaching. 34(4). 431–453.3 indexed citations
12.
Polly, Drew. (2014). Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal of Computers in Mathematics and Science Teaching. 33(2). 233–250.14 indexed citations
13.
Hodges, Charles B., Michael M. Grant, & Drew Polly. (2013). Beyond One-Shot Workshops: Three Approaches to STEM Teacher Professional Development. Society for Information Technology & Teacher Education International Conference. 2013(1). 4795–4800.1 indexed citations
14.
Polly, Drew. (2011). Developing Students' Higher-Order Thinking Skills (HOTS) through Technology-Rich Tasks: The Influence of Technological Pedagogical and Content Knowledge (TPACK).. Educational Technology archive. 51(4). 20–26.5 indexed citations
15.
Polly, Drew. (2011). Developing Teachers' Technological, Pedagogical, and Content Knowledge (TPACK) through Mathematics Professional Development. International Journal for Technology in Mathematics Education. 18(2). 83–95.34 indexed citations
16.
Hannafin, Michael J., Craig E. Shepherd, & Drew Polly. (2010). Video Assessment of Classroom Teaching Practices: Lessons Learned, Problems and Issues.. Educational Technology archive. 50(1). 32–36.8 indexed citations
17.
Polly, Drew, et al.. (2010). Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Computers in Mathematics and Science Teaching. 29(4). 455–472.27 indexed citations
Polly, Drew & Michael K. Barbour. (2009). Developing Teachers’ Technological, Pedagogical, and Content Knowledge in Mathematics. Society for Information Technology & Teacher Education International Conference. 2009(1). 4128–4131.2 indexed citations
20.
Polly, Drew. (2008). Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement. Journal of Computers in Mathematics and Science Teaching. 27(3). 245–263.23 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.