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.
This map shows the geographic impact of John Ainley'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 John Ainley with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites John Ainley more than expected).
This network shows the impact of papers produced by John Ainley. 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 John Ainley. The network helps show where John Ainley may publish in the future.
Co-authorship network of co-authors of John Ainley
This figure shows the co-authorship network connecting the top 25 collaborators of John Ainley.
A scholar is included among the top collaborators of John Ainley 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 John Ainley. John Ainley 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.
Ainley, John, et al.. (2018). Opiniones de los jóvenes acerca del gobierno, la convivencia pacífica y la diversidad en cinco países de América Latina : Estudio Internacional sobre Educación Cívica y Ciudadana 2016 de la IEA. Informe Lationamericano. MINISTERIO DE EDUCACIÓN.3 indexed citations
Ainley, John, Julian Fraillon, & Wolfram Schulz. (2012). ICCS 2009 Asian report : civic knowledge, attitudes, and engagement among lower secondary students in five Asian countries. ACEReSearch (Australian Council for Educational Research).2 indexed citations
Ainley, John. (2010). ICT Literacy on Target. ACEReSearch (Australian Council for Educational Research). 2010(217). 32.
7.
Ainley, John & Phillip McKenzie. (2007). Schooling and youth participation in education and society. ACEReSearch (Australian Council for Educational Research).1 indexed citations
8.
Ainley, John. (2005). Year 12 subjects and further study.1 indexed citations
9.
Ainley, John, et al.. (2001). Non attendance at school. Arquivos Brasileiros de Oftalmologia. 88(2). e20230268–e20230268.4 indexed citations
10.
Ainley, John, et al.. (2001). Capacity building of Thai education reform (CABTER) : educational technologies (stage 1) Thai learning technologies 2010.3 indexed citations
11.
Ainley, John & Phillip McKenzie. (2000). School Governance: Research on Educational and Management Issues. International education journal. 1(3).20 indexed citations
12.
Ainley, John, et al.. (2000). Mapping educational research and its impact on Australian schools.22 indexed citations
Ainley, John & Sid Bourke. (1992). Students' views of primary school. Research Papers in Education. 7(2).1 indexed citations
16.
Ainley, John, et al.. (1991). Differences among high schools in their influence on students to stay beyond the minimum leaving age. The Journal of Educational Research. 85(2).2 indexed citations
Ainley, John, et al.. (1990). Subject choice in senior secondary school : A project funded by the Commonwealth Department of Employment, Education and Training.11 indexed citations
19.
Ainley, John. (1978). The Australian science facilities program: A study of its influence on science education in Australian schools.5 indexed citations
20.
Ainley, John. (1977). The Australian Science Facilities Program: A Study of its Impact on Schools.. Australian science teachers journal.2 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.