Countries citing papers authored by Geoff Woolcott
Since
Specialization
Citations
This map shows the geographic impact of Geoff Woolcott'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 Geoff Woolcott with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Geoff Woolcott more than expected).
This network shows the impact of papers produced by Geoff Woolcott. 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 Geoff Woolcott. The network helps show where Geoff Woolcott may publish in the future.
Co-authorship network of co-authors of Geoff Woolcott
This figure shows the co-authorship network connecting the top 25 collaborators of Geoff Woolcott.
A scholar is included among the top collaborators of Geoff Woolcott 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 Geoff Woolcott. Geoff Woolcott is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Woolcott, Geoff, et al.. (2019). Academic Numeracy and First Year Undergraduate Studies across Six Regional Universities.. USC Research Bank (University of the Sunshine Coast).1 indexed citations
7.
Marshman, Margaret, et al.. (2018). Variations on a Theme: Pre-Service Mathematics Teacher Reflections Using an Affect-Based Critical Moment Protocol.. ePublications@SCU (Southern Cross University). 511–518.3 indexed citations
8.
Woolcott, Geoff, et al.. (2018). Eureka! Engaging classroom students in inquiry-based science lessons using local experts and contexts. Acquire (CQUniversity). 64(2). 15–23.1 indexed citations
9.
Wallin, Margie, et al.. (2018). Optimising the efficacy of hybrid academic terms: lessons from a systematic review process. Australian universities' review. 60(1). 16–24.2 indexed citations
Marshman, Margaret, Geoff Woolcott, & Shelley Dole. (2017). Engaging pre-service mathematics teachers in creating spatially-based problems in a 3D virtual environment: a CAVE2TM experience. USC Research Bank (University of the Sunshine Coast). 365–372.2 indexed citations
12.
Galligan, Linda, et al.. (2017). The modelling process and pre-service teacher confidence. ePublications@SCU (Southern Cross University). 93–100.4 indexed citations
13.
Woolcott, Geoff & Robert Whannell. (2017). Teaching secondary science: theory and practice. ePublications@SCU (Southern Cross University).2 indexed citations
14.
Woolcott, Geoff. (2016). Using cognitive load theory to structure MOOCs and other computer-based learning. Journal of Computer Assisted Learning.1 indexed citations
15.
Woolcott, Geoff, Robyn Keast, Daniel Chamberlain, & Ben Farr‐Wharton. (2016). Engagement and undergraduate retention: social network analysis and student social ecologies. ePublications@SCU (Southern Cross University). 31.4 indexed citations
16.
Woolcott, Geoff & Tony Yeigh. (2015). Enhancing mathematics (STEM) teacher education in regionalAustralia: pedagogical interactions and affect. Mathematics Education Research Group of Australasia. 651–658.1 indexed citations
17.
Woolcott, Geoff, et al.. (2014). Mapping concept interconnectivity in mathematics using network analysis. Southern Cross Research Portal (Southern Cross University). 385–392.2 indexed citations
Woolcott, Geoff. (2010). Learning, mathematics and technology: the view from biology. ePublications@SCU (Southern Cross University). 532–537.
20.
Woolcott, Geoff. (2009). Towards a biological framework for learning and teaching: implications for the use of technology. ePublications@SCU (Southern Cross University). 1217–1226.
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.