Mark Connolly

884 total citations
34 papers, 542 citations indexed

About

Mark Connolly is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Mark Connolly has authored 34 papers receiving a total of 542 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 5 papers in Political Science and International Relations and 5 papers in Sociology and Political Science. Recurrent topics in Mark Connolly's work include Global Educational Policies and Reforms (5 papers), Teacher Education and Leadership Studies (5 papers) and Innovative Teaching Methods (3 papers). Mark Connolly is often cited by papers focused on Global Educational Policies and Reforms (5 papers), Teacher Education and Leadership Studies (5 papers) and Innovative Teaching Methods (3 papers). Mark Connolly collaborates with scholars based in United Kingdom, United States and Netherlands. Mark Connolly's co-authors include Judith Ennew, You-Geon Lee, Julia N. Savoy, Ann E. Austin, Carol L. Colbeck, Andrew Davies, Yvonne Barnes, Mark Hadfield, Jana Bouwma‐Gearhart and Matthew Clifford and has published in prestigious journals such as Teaching and Teacher Education, The Journal of Higher Education and Research in Higher Education.

In The Last Decade

Mark Connolly

32 papers receiving 463 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mark Connolly United Kingdom	13	325	138	120	84	68	34	542
Jim Vander Putten United States	9	211 0.6×	66 0.5×	92 0.8×	35 0.4×	33 0.5×	23	369
Cindy Ann Kilgo United States	11	409 1.3×	89 0.6×	38 0.3×	98 1.2×	26 0.4×	26	555
Catherine Horn United States	13	487 1.5×	145 1.1×	25 0.2×	57 0.7×	34 0.5×	54	624
Beatriz Chu Clewell United States	17	550 1.7×	127 0.9×	45 0.4×	200 2.4×	54 0.8×	34	769
Jennifer Grant Haworth United States	11	276 0.8×	45 0.3×	103 0.9×	28 0.3×	22 0.3×	22	412
Carol A. Lundberg United States	14	664 2.0×	123 0.9×	46 0.4×	109 1.3×	38 0.6×	23	802
Anthea Rose United Kingdom	10	265 0.8×	134 1.0×	49 0.4×	20 0.2×	26 0.4×	22	455
Christopher Mazzeo United States	11	410 1.3×	62 0.4×	25 0.2×	51 0.6×	45 0.7×	20	523
Rosemary J. Perez United States	13	302 0.9×	95 0.7×	55 0.5×	61 0.7×	20 0.3×	51	436
Seong Won Han United States	14	374 1.2×	79 0.6×	20 0.2×	73 0.9×	49 0.7×	25	514

Countries citing papers authored by Mark Connolly

Since Specialization

Citations

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

Fields of papers citing papers by Mark Connolly

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Connolly

This figure shows the co-authorship network connecting the top 25 collaborators of Mark Connolly. A scholar is included among the top collaborators of Mark Connolly 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 Mark Connolly. Mark Connolly 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

Catanzano, Tara, Jessica B. Robbins, Priscilla J. Slanetz, et al.. (2021). OK Boomer: Are We Oversupporting Junior Faculty and Neglecting Career Planning for Mid and Senior Rank?. Journal of the American College of Radiology. 18(1). 214–218. 9 indexed citations

Davies, Andrew, et al.. (2020). Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education. 26(2). 339–358. 6 indexed citations

Davies, Andrew, et al.. (2018). Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities. ORCA Online Research @Cardiff (Cardiff University). 20(2). 204–224. 7 indexed citations

Ellis, Cath, et al.. (2018). Power, rights and play: control of play in school grounds, an action research project from Wales. Education 3-13. 47(6). 627–636. 2 indexed citations

Connolly, Mark, et al.. (2018). Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales. British Educational Research Journal. 44(4). 608–625. 31 indexed citations

Henderson, Charles, Mark Connolly, Erin L. Dolan, et al.. (2017). Towards the STEM DBER Alliance: Why We Need a Discipline‐Based STEM Education Research Community. Journal of Engineering Education. 106(3). 349–355. 30 indexed citations

Henderson, Charles, Mark Connolly, Erin L. Dolan, et al.. (2017). Towards the STEM DBER Alliance: Why we Need a Discipline-Based STEM Education Research Community. International Journal of Research in Undergraduate Mathematics Education. 3(2). 247–254. 8 indexed citations

Henderson, Charles, Mark Connolly, Erin L. Dolan, et al.. (2017). Towards the STEM DBER Alliance: Why We Need a Discipline-Based, STEM-Education Research Community. Journal of Geoscience Education. 65(3). 215–218. 8 indexed citations

Davies, Peter, et al.. (2016). ‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education. 60. 291–302. 22 indexed citations

10.

Connolly, Mark, et al.. (2015). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education. 38(2). 105–124. 26 indexed citations

11.

Connolly, Mark & Elaine Seymour. (2015). Why Theories of Change Matter. WCER Working Paper No. 2015-2.. 4 indexed citations

12.

Connolly, Mark & You-Geon Lee. (2015). The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1.. 1 indexed citations

13.

Connolly, Mark. (2013). Extended Review. British Journal of Sociology of Education. 34(3). 467–474.

14.

Pfund, Christine, et al.. (2012). Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty. Change The Magazine of Higher Learning. 44(6). 64–72. 23 indexed citations

15.

Power, Sally, et al.. (2009). Local authorities and education research in Wales. The final report of LINK-Wales: the learning in Wales network. ORCA Online Research @Cardiff (Cardiff University). 1 indexed citations

16.

Connolly, Mark, et al.. (2008). The wider benefits of adult learning. ORCA Online Research @Cardiff. 4 indexed citations

17.

Taylor, Chris, Mark Connolly, Sally Power, & Gareth Rees. (2007). Formative evaluation of the applied educational research scheme (AERS). ORCA Online Research @Cardiff. 5 indexed citations

18.

Connolly, Mark. (2005). Exploring cases of practical wisdom (phronesis) in postsecondary teaching. PhDT. 1 indexed citations

19.

Connolly, Mark. (2000). Book Review: Academic Controversy: Enriching College Instruction through Intellectual Conflict. NASPA Journal. 37(2). 476–480. 1 indexed citations

20.

Pace, C. Robert & Mark Connolly. (2000). Where Are the Liberal Arts?. Research in Higher Education. 41(1). 53–65. 5 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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