This map shows the geographic impact of Jack Holbrook'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 Jack Holbrook with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jack Holbrook more than expected).
This network shows the impact of papers produced by Jack Holbrook. 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 Jack Holbrook. The network helps show where Jack Holbrook may publish in the future.
Co-authorship network of co-authors of Jack Holbrook
This figure shows the co-authorship network connecting the top 25 collaborators of Jack Holbrook.
A scholar is included among the top collaborators of Jack Holbrook 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 Jack Holbrook. Jack Holbrook is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Sormunen, Kari, Tuula Keinonen, & Jack Holbrook. (2014). Finnish Science Teachers' Views on the Three Stage Model.. Science education international. 25(2). 43–56.1 indexed citations
7.
Holbrook, Jack, et al.. (2014). The PROFILES Project Promoting Science Teaching in a Foreign Language. Science education international. 25(2). 78–96.3 indexed citations
8.
Çavaş, Bülent, et al.. (2013). DEVELOPMENT OF AN INSTRUMENT TO DETERMINE SCIENCE TEACHERS’ IMPLEMENTATION OF INQUIRY BASED SCIENCE EDUCATION IN THEIR CLASSROOMS. DergiPark (Istanbul University). 2(2).3 indexed citations
9.
Holbrook, Jack, et al.. (2012). Evaluating the teaching impact of a prior, context-based, professional development programme. Science education international. 23(2). 166–185.11 indexed citations
10.
Rannikmäe, Miia, et al.. (2011). Stakeholder Views on Attributes of Scientific Literacy Important for Future Citizens and Employees--A Delphi Study.. Science education international. 22(3). 202–217.11 indexed citations
11.
Rannikmäe, Miia, et al.. (2010). Popularity and Relevance of Science Education Literacy: Using a Context-Based Approach.. Science education international. 21(2). 116–125.24 indexed citations
12.
Holbrook, Jack. (2010). Education through Science as a Motivational Innovation for Science Education for All.. Science education international. 21(2). 80–91.43 indexed citations
13.
Holbrook, Jack. (2009). Meeting Challenges to Sustainable Development through Science and Technology Education.. Science education international. 20. 44–59.22 indexed citations
14.
Holbrook, Jack & Miia Rannikmäe. (2009). The Meaning of Scientific Literacy.. The International Journal of Environmental and Science Education. 4(3). 275–288.351 indexed citations
15.
Holbrook, Jack, et al.. (2008). Teaching the PARSEL Way: Students' Reactions to Selected PARSEL Modules.. Science education international. 19(3). 303–312.6 indexed citations
16.
Rannikmäe, Miia, et al.. (2006). THE NATURE OF SCIENCE AS VIEWED BY NON- SCIENCE UNDERGRADUATE STUDENTS. Journal of Baltic Science Education. 5(2).8 indexed citations
17.
Holbrook, Jack, et al.. (2002). Science Education in Bhutan.. Science education international. 13(2). 30–36.1 indexed citations
18.
Holbrook, Jack. (1999). Promoting Scientific and Technological Literacy through the Use of Supplementary Teaching Materials. 23. 197–198.4 indexed citations
19.
Holbrook, Jack. (1998). Operationalising Scientific and Technological Literacy--A New Approach To Science Teaching.. Science education international. 9(2). 13–19.28 indexed citations
20.
Holbrook, Jack, et al.. (1996). Creating Exemplary Teaching Materials To Enhance Scientific and Technological Literacy.. Science education international. 7(4). 3–7.4 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.