This map shows the geographic impact of Jane Skalicky'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 Jane Skalicky with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jane Skalicky more than expected).
This network shows the impact of papers produced by Jane Skalicky. 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 Jane Skalicky. The network helps show where Jane Skalicky may publish in the future.
Co-authorship network of co-authors of Jane Skalicky
This figure shows the co-authorship network connecting the top 25 collaborators of Jane Skalicky.
A scholar is included among the top collaborators of Jane Skalicky 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 Jane Skalicky. Jane Skalicky is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Skalicky, Jane, et al.. (2018). Progressing a whole of institution Retention and Success Strategy. eCite Digital Repository (University of Tasmania).1 indexed citations
Kelder, Jo‐Anne, Alison J. Canty, Andrea Carr, et al.. (2013). A learning place where a high-risk student cohort can succeed: curriculum, assessment and teacher recruitment. eCite Digital Repository (University of Tasmania).4 indexed citations
9.
Watson, Jane, Natalie Brown, Suzie Wright, & Jane Skalicky. (2011). Discovery a Middle-school Classroom Inquiry: Estimating the Height of a Tree. The Australian mathematics teacher. 67(2). 14.1 indexed citations
10.
Watson, Jane, Natalie Brown, Suzie Wright, & Jane Skalicky. (2011). A Middle-School Classroom Inquiry: Estimating the Height of a Tree.. eCite Digital Repository (University of Tasmania). 67(2). 14–21.2 indexed citations
Bloom, Walter R., Matt Bower, Deborah A. Donovan, et al.. (2011). A national discipline-specific professional development program for lecturers and tutors in the mathematical sciences. Murdoch Research Repository (Murdoch University).1 indexed citations
14.
Skalicky, Jane, et al.. (2010). PASS Student Leader and Mentor Roles: A Tertiary Leadership Pathway. eCite Digital Repository (University of Tasmania). 3(1). 24–37.14 indexed citations
15.
Watson, Jane, Jane Skalicky, Noleine Fitzallen, & Suzie Wright. (2009). Licorice Production and Manufacturing: All-Sorts of Practical Applications for Statistics.. eCite Digital Repository (University of Tasmania). 14(3). 4–13.3 indexed citations
16.
Skalicky, Jane, et al.. (2009). Implementing and sustaining effective Peer Assisted Study Sessions (PASS) programs: Insights into practice. eCite Digital Repository (University of Tasmania).1 indexed citations
17.
Skalicky, Jane. (2008). Providing Multiple Opportunities for PASS Leaders to Reflect Critically.. eCite Digital Repository (University of Tasmania). 1(1). 91–97.11 indexed citations
18.
Watson, Jane, et al.. (2005). Profiling Teacher Change Resulting from a Professional Learning Program in Middle School Numeracy. Mathematics teacher education and development. 7(1). 3–17.18 indexed citations
19.
Skalicky, Jane, et al.. (2005). Modelling proportional thinking with threes and twos. eCite Digital Repository (University of Tasmania). 10(3). 27–32.4 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.