Malcolm Swan

1.1k total citations
32 papers, 642 citations indexed

About

Malcolm Swan is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Malcolm Swan has authored 32 papers receiving a total of 642 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in Information Systems and Management. Recurrent topics in Malcolm Swan's work include Mathematics Education and Teaching Techniques (16 papers), Innovative Teaching and Learning Methods (10 papers) and Student Assessment and Feedback (6 papers). Malcolm Swan is often cited by papers focused on Mathematics Education and Teaching Techniques (16 papers), Innovative Teaching and Learning Methods (10 papers) and Student Assessment and Feedback (6 papers). Malcolm Swan collaborates with scholars based in United Kingdom, United States and Netherlands. Malcolm Swan's co-authors include Alan Bell, Ian Jones, Alastair Pollitt, Colin Foster, Jon Swain, Geoff Wake, Hugh Burkhardt, R. J. Phillips, Jim Ridgway and Jo‐Anne Baird and has published in prestigious journals such as Computers in Human Behavior, Science Education and British Journal of Educational Technology.

In The Last Decade

Malcolm Swan

29 papers receiving 561 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Malcolm Swan United Kingdom	13	538	163	139	51	47	32	642
Paola Sztajn United States	13	502 0.9×	149 0.9×	139 1.0×	46 0.9×	30 0.6×	31	573
Jeffrey Frykholm United States	12	621 1.2×	111 0.7×	127 0.9×	65 1.3×	22 0.5×	26	698
Brian Doig Australia	13	531 1.0×	116 0.7×	127 0.9×	68 1.3×	38 0.8×	62	610
Despina Potari Greece	16	664 1.2×	133 0.8×	279 2.0×	79 1.5×	43 0.9×	64	781
Melissa Boston United States	14	662 1.2×	225 1.4×	179 1.3×	37 0.7×	21 0.4×	25	748
Rongjin Huang United States	15	702 1.3×	132 0.8×	180 1.3×	84 1.6×	37 0.8×	60	777
Keith R. Leatham United States	14	632 1.2×	204 1.3×	177 1.3×	34 0.7×	37 0.8×	41	716
Jeffrey Choppin United States	14	526 1.0×	95 0.6×	105 0.8×	66 1.3×	84 1.8×	42	617
Máiréad Hourigan Ireland	14	517 1.0×	199 1.2×	91 0.7×	56 1.1×	25 0.5×	51	633
Julie M. Amador United States	16	780 1.4×	141 0.9×	205 1.5×	92 1.8×	81 1.7×	74	871

Countries citing papers authored by Malcolm Swan

Since Specialization

Citations

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

Fields of papers citing papers by Malcolm Swan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Malcolm Swan

This figure shows the co-authorship network connecting the top 25 collaborators of Malcolm Swan. A scholar is included among the top collaborators of Malcolm Swan 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 Malcolm Swan. Malcolm Swan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Swan, Malcolm. (2024). Discussion activities, teacher beliefs, and the learning of mature, low attaining students. NOMAD Nordic Studies in Mathematics Education. 6(3-4).

Swan, Malcolm & Pat Drake. (2023). Mathematics Matters: Final Report. Victoria University Research Repository (Victoria University).

Swan, Malcolm, et al.. (2018). Using digital technology to enhance formative assessment in mathematics classrooms. British Journal of Educational Technology. 50(2). 832–845. 69 indexed citations

Swan, Malcolm & Colin Foster. (2016). Formative assessment lessons for concept development and problem solving. Nottingham ePrints (University of Nottingham). 1 indexed citations

Wake, Geoff, Malcolm Swan, & Colin Foster. (2015). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education. 19(2-3). 243–260. 42 indexed citations

Foster, Colin, et al.. (2014). Mathematical knowledge for teaching probem solving: lessons from lesson study. Nottingham ePrints (University of Nottingham). 5 indexed citations

Swan, Malcolm & Hugh Burkhardt. (2014). Lesson Design for Formative Assessment. Nottingham ePrints (University of Nottingham). 2(7). 12 indexed citations

Jones, Ian, Malcolm Swan, & Alastair Pollitt. (2014). ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT. International Journal of Science and Mathematics Education. 13(1). 151–177. 74 indexed citations

Swan, Malcolm, et al.. (2013). Designing and using professional development resources for inquiry-based learning. ZDM. 45(7). 945–957. 15 indexed citations

10.

Swan, Malcolm. (2012). Designing Assessment of Performance in Mathematics. 15 indexed citations

11.

Swan, Malcolm & Jon Swain. (2010). The impact of a professional development programme on the practices and beliefs of numeracy teachers. Journal of Further and Higher Education. 34(2). 165–177. 21 indexed citations

12.

Swain, Jon & Malcolm Swan. (2007). Thinking through mathematics. Digital Education Resource Archive (University College London). 7 indexed citations

13.

Swan, Malcolm. (2006). Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers. Research in Education. 75(1). 58–70. 57 indexed citations

14.

Baird, Jo‐Anne, et al.. (2002). Challenging minds? Students’ perceptions of computer-based World Class Tests of problem solving. Computers in Human Behavior. 18(6). 633–649. 23 indexed citations

15.

Swan, Malcolm. (2000). GCSE mathematics in further education: challenging beliefs and practices. The Curriculum Journal. 11(2). 199–223. 9 indexed citations

16.

Swan, Malcolm & R. J. Phillips. (1998). Graph interpretation skills among lower-achieving school leavers. Research in Education. 60(1). 10–20. 6 indexed citations

17.

Swan, Malcolm. (1987). The language of graphs : a collection of teaching materials. OpenGrey (Institut de l'Information Scientifique et Technique). 1 indexed citations

18.

Swan, Malcolm, et al.. (1980). Comparison of students' percepts of distance, weight, height, area, and temperature. Science Education. 64(3). 297–307. 12 indexed citations

19.

Swan, Malcolm, et al.. (1971). Distance, weight, height, area and temperature percepts of university students. Science Education. 55(3). 353–360. 7 indexed citations

20.

Swan, Malcolm, et al.. (1970). The Agricultural Educator's Role in Helping Elementary Pupils Learn About Agriculture.. 3 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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