Frank Coffield

5.3k total citations · 1 hit paper
47 papers, 3.4k citations indexed

About

Frank Coffield is a scholar working on Education, Political Science and International Relations and Human Factors and Ergonomics. According to data from OpenAlex, Frank Coffield has authored 47 papers receiving a total of 3.4k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 13 papers in Political Science and International Relations and 10 papers in Human Factors and Ergonomics. Recurrent topics in Frank Coffield's work include Education Systems and Policy (22 papers), Global Educational Policies and Reforms (11 papers) and Innovative Education and Learning Practices (10 papers). Frank Coffield is often cited by papers focused on Education Systems and Policy (22 papers), Global Educational Policies and Reforms (11 papers) and Innovative Education and Learning Practices (10 papers). Frank Coffield collaborates with scholars based in United Kingdom, Australia and Mexico. Frank Coffield's co-authors include Elaine Hall, David Moseley, Kathryn Ecclestone, Sheila Edward, Richard Steer, Ken Spours, Margaret Gregson, Ian Finlay, Ann Hodgson and Bill Williamson and has published in prestigious journals such as British Journal of Educational Studies, The Sociological Review and British Educational Research Journal.

In The Last Decade

Frank Coffield

46 papers receiving 2.7k citations

Hit Papers

Learning styles and pedagogy in post-16 learning: a syste... 2004 2026 2011 2018 2004 250 500 750 1000
What are hit papers?

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.

  1. Learning styles and pedagogy in post-16 learning: a systematic and critical review
    2004 1.1k citations Frank Coffield, David Moseley et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Frank Coffield United Kingdom 24 2.2k 1.1k 572 452 446 47 3.4k
Kathryn Ecclestone United Kingdom 28 2.2k 1.0× 1.2k 1.1× 275 0.5× 238 0.5× 704 1.6× 67 3.6k
Ray Land United Kingdom 18 2.6k 1.2× 607 0.5× 252 0.4× 182 0.4× 431 1.0× 47 4.0k
Cynthia E. Coburn United States 33 4.6k 2.1× 995 0.9× 335 0.6× 220 0.5× 890 2.0× 59 6.7k
Mantz Yorke United Kingdom 38 5.4k 2.4× 364 0.3× 764 1.3× 270 0.6× 323 0.7× 140 6.5k
Sanne Akkerman Netherlands 29 2.6k 1.2× 1.3k 1.1× 168 0.3× 860 1.9× 1.0k 2.3× 87 4.7k
Louise Stoll United Kingdom 26 4.7k 2.1× 1.1k 1.0× 244 0.4× 416 0.9× 490 1.1× 94 5.7k
Päivi Tynjälä Finland 35 3.2k 1.4× 774 0.7× 124 0.2× 795 1.8× 342 0.8× 102 4.5k
Annalisa Sannino Finland 25 1.6k 0.7× 858 0.8× 152 0.3× 1.5k 3.4× 731 1.6× 56 3.3k
Phil Hodkinson United Kingdom 31 2.6k 1.2× 490 0.4× 509 0.9× 1.2k 2.7× 1.1k 2.5× 80 4.1k
Simone Volet Australia 37 3.4k 1.5× 2.0k 1.8× 426 0.7× 168 0.4× 478 1.1× 119 5.5k

Countries citing papers authored by Frank Coffield

Since Specialization
Citations

This map shows the geographic impact of Frank Coffield'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 Frank Coffield with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Frank Coffield more than expected).

Fields of papers citing papers by Frank Coffield

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Frank Coffield. 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 Frank Coffield. The network helps show where Frank Coffield may publish in the future.

Co-authorship network of co-authors of Frank Coffield

This figure shows the co-authorship network connecting the top 25 collaborators of Frank Coffield. A scholar is included among the top collaborators of Frank Coffield 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 Frank Coffield. Frank Coffield is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Coffield, Frank. (2012). Ofsted Re-Inspected.. Adults learning. 24(2). 20–21. 1 indexed citations
3.
Coffield, Frank. (2012). To Grade or Not to Grade.. Adults learning. 23(4). 38–39. 3 indexed citations
4.
Coffield, Frank & Bill Williamson. (2012). From Exam Factories to Communities of Discovery: The Democratic Route. 16 indexed citations
5.
Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2008). Improving Learning, Skills and Inclusion. 51 indexed citations
6.
Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2008). Improving Learning, Skills and Inclusion: The Impact of Policy on Post-Compulsory Education. UCL Discovery (University College London). 39 indexed citations
7.
Edward, Sheila & Frank Coffield. (2007). Policy and practice in the learning and skills sector: setting the scene. Journal of Vocational Education and Training. 59(2). 121–135. 10 indexed citations
8.
Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2007). How policy impacts on practice and how practice does not impact on policy. British Educational Research Journal. 33(5). 723–741. 32 indexed citations
9.
Coffield, Frank, David Moseley, Elaine Hall, & Kathryn Ecclestone. (2004). Learning styles and pedagogy in post-16 learning: a systematic and critical review. 1118 indexed citations breakdown →
10.
Coffield, Frank, David Moseley, Elaine Hall, & Kathryn Ecclestone. (2004). Should we be using Learning Styles? What research has to say to practice. 297 indexed citations
11.
12.
Coffield, Frank. (2004). Alternative routes out of the low skills equilibrium: a rejoinder to Lloyd & Payne. Journal of Education Policy. 19(6). 733–740. 6 indexed citations
13.
Coffield, Frank. (2002). Britain's continuing failure to train: the birth pangs of a new policy. Journal of Education Policy. 17(4). 483–497. 24 indexed citations
14.
Coffield, Frank. (2002). Britains continuing failure to train: the birth pangs of a new policy. Journal of Education Policy. 17(4). 483–497. 21 indexed citations
15.
Coffield, Frank. (2000). The necessity of Informal learning. Policy Press eBooks. 211 indexed citations
16.
Coffield, Frank. (2000). Differing visions of a learning society : research findings. British Journal of Educational Studies. 49(4). 41 indexed citations
17.
Coffield, Frank. (1999). Breaking the Consensus: lifelong learning as social control. British Educational Research Journal. 25(4). 479–499. 215 indexed citations
18.
Coffield, Frank. (1997). Introduction and overview: attempts to reclaim the concept of the learning society. Journal of Education Policy. 12(6). 449–455. 16 indexed citations
19.
Coffield, Frank. (1992). Training and enterprise councils: The last throw of voluntarism?. Policy Studies. 13(4). 11–32. 14 indexed citations
20.
Coffield, Frank & James C. Walker. (1990). Louts and Legends: Male Youth Culture in an Inner City School. British Journal of Educational Studies. 38(1). 87–87. 10 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.

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