Frank Merrett

1.3k total citations
61 papers, 969 citations indexed

About

Frank Merrett is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Frank Merrett has authored 61 papers receiving a total of 969 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 21 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Frank Merrett's work include Early Childhood Education and Development (17 papers), Behavioral and Psychological Studies (15 papers) and Teacher Education and Leadership Studies (8 papers). Frank Merrett is often cited by papers focused on Early Childhood Education and Development (17 papers), Behavioral and Psychological Studies (15 papers) and Teacher Education and Leadership Studies (8 papers). Frank Merrett collaborates with scholars based in United Kingdom, Australia and New Zealand. Frank Merrett's co-authors include Kevin Wheldall, Stephen Houghton, Linda Jones, Susan Colmar, Mark G. Borg, Barbara E. Taylor, Susan J. Thorpe, Ted Glynn, Jesse L. M. Wilkins and Marcelo Worsley and has published in prestigious journals such as British Journal of Educational Psychology, British Journal of Educational Studies and British Educational Research Journal.

In The Last Decade

Frank Merrett

54 papers receiving 751 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Frank Merrett United Kingdom 17 632 438 250 199 83 61 969
Gilbert R. Gredler United States 15 409 0.6× 268 0.6× 257 1.0× 358 1.8× 61 0.7× 40 846
Virginia C. Shipman United States 9 588 0.9× 357 0.8× 139 0.6× 227 1.1× 37 0.4× 25 1.1k
Deborah J. Cassidy United States 22 933 1.5× 300 0.7× 95 0.4× 313 1.6× 86 1.0× 47 1.2k
Robyn Beaman Australia 12 393 0.6× 294 0.7× 135 0.5× 88 0.4× 148 1.8× 20 663
Sara Smilansky Israel 6 587 0.9× 274 0.6× 97 0.4× 268 1.3× 54 0.7× 7 851
Gregory A. Waas United States 18 560 0.9× 180 0.4× 395 1.6× 530 2.7× 64 0.8× 31 964
Emma Little Australia 10 525 0.8× 263 0.6× 272 1.1× 207 1.0× 57 0.7× 18 766
Janine M. Jones United States 13 410 0.6× 350 0.8× 204 0.8× 259 1.3× 61 0.7× 27 834
James F. Christie United States 17 875 1.4× 381 0.9× 60 0.2× 199 1.0× 61 0.7× 39 1.1k
Gail E. Joseph United States 12 418 0.7× 186 0.4× 119 0.5× 247 1.2× 54 0.7× 23 643

Countries citing papers authored by Frank Merrett

Since Specialization
Citations

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

Fields of papers citing papers by Frank Merrett

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Frank Merrett

This figure shows the co-authorship network connecting the top 25 collaborators of Frank Merrett. A scholar is included among the top collaborators of Frank Merrett 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 Merrett. Frank Merrett 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.
Merrett, Frank, et al.. (2000). Promoting independence and fluent writing through behavioural self‐management. British Journal of Educational Psychology. 70(4). 603–622. 3 indexed citations
2.
3.
Merrett, Frank & Susan J. Thorpe. (1996). How Important Is the Praise Element in the Pause, Prompt and Praise Tutoring Procedures for Older Low‐progress Readers?. Educational Psychology. 16(2). 193–206. 5 indexed citations
4.
Merrett, Frank, et al.. (1994). Encouragement Works Best; Positive Approaches to Classroom Management. British Journal of Educational Studies. 42(2). 210–210. 2 indexed citations
5.
Glynn, Ted, Frank Merrett, & Stephen Houghton. (1991). Reducing Troublesome Behaviour in Three Secondary Pupils through Correspondence Training. Educational Studies. 17(3). 273–283. 5 indexed citations
6.
Merrett, Frank & Kevin Wheldall. (1990). Does BATPACK training of teachers lead to higher pupil productivity. Educational and Child Psychology. 7. 31–43.
7.
Merrett, Frank & Stephen Houghton. (1989). Does it Work with the Older Ones? A Review of Behavioural Studies Carried out in British Secondary Schools since 1981. Educational Psychology. 9(4). 287–310. 9 indexed citations
8.
Houghton, Stephen, Frank Merrett, & Kevin Wheldall. (1988). The Attitudes of British Secondary School Pupils to Praise, Rewards, Punishments and Reprimands: a further study. New Zealand Journal of Educational Studies. 23(2). 203–214. 13 indexed citations
9.
Wheldall, Kevin & Frank Merrett. (1988). Which Classroom Behaviours do Primary School Teachers say they find most Troublesome?. Educational Review. 40(1). 13–27. 108 indexed citations
10.
Wheldall, Kevin & Frank Merrett. (1988). Packages for training teachers in behaviour management: BATPACK, BATSAC and the Positive Teaching Packages. Support for Learning. 3(2). 86–92. 3 indexed citations
11.
Wheldall, Kevin, Frank Merrett, & Stephen Houghton. (1987). Introducing the behavioural approach to teaching secondary aged children (BATSAC) package: a progress report on the behavioural approach to teaching (BAT) project. 11. 52–61. 3 indexed citations
12.
Merrett, Frank & Kevin Wheldall. (1987). British teachers and the behavioural approach to teaching. 18–49. 9 indexed citations
13.
Wheldall, Kevin, et al.. (1986). Evaluating effectiveness: a case study evaluation of the Behavioural Approach to Teaching Package (BATPACK). Educational and Child Psychology. 3. 33–44. 2 indexed citations
14.
Merrett, Frank & Kevin Wheldall. (1986). Observing Pupils and Teachers In Classrooms (OPTIC): a behavioural observation schedule for use in schools. Educational Psychology. 6(1). 57–70. 42 indexed citations
15.
Wheldall, Kevin & Frank Merrett. (1985). Reducing troublesome classroom behaviour in the secondary school. 3. 37–46. 1 indexed citations
16.
Merrett, Frank & Kevin Wheldall. (1984). Training Teachers to Use the Behavioural Approach to Classroom Management: a review. Educational Psychology. 4(3). 213–231. 5 indexed citations
17.
Wheldall, Kevin & Frank Merrett. (1984). The behavioural approach to classroom management. 2 indexed citations
18.
Merrett, Frank & Kevin Wheldall. (1982). Does teaching student teachers about behaviour modification techniques improve their teaching performance in the classroom?1. Journal of Education for Teaching International Research and Pedagogy. 8(1). 67–75. 4 indexed citations
19.
Merrett, Frank, et al.. (1982). Self‐recording as a Means of Improving Classroom Behaviour in the Secondary School. Educational Psychology. 2(2). 147–157. 9 indexed citations
20.
Merrett, Frank & Kevin Wheldall. (1981). The behaviourist in the classroom: aspects of applied behavioural analysis in British Educational contexts. 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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