Martin Monk

2.0k total citations
46 papers, 1.4k citations indexed

About

Martin Monk is a scholar working on Education, Developmental and Educational Psychology and Political Science and International Relations. According to data from OpenAlex, Martin Monk has authored 46 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 15 papers in Developmental and Educational Psychology and 3 papers in Political Science and International Relations. Recurrent topics in Martin Monk's work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (11 papers). Martin Monk is often cited by papers focused on Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (11 papers). Martin Monk collaborates with scholars based in United Kingdom, Zimbabwe and United States. Martin Monk's co-authors include Jonathan Osborne, Shirley Simon, Sibel Erduran, Sally Johnson, Jon Ogborn, Joan Bliss, Peter Black, Justin Dillon, Richard A. Duschl and Nicholas Smith and has published in prestigious journals such as Science Education, Epidemiologic Reviews and International Journal of Science Education.

In The Last Decade

Martin Monk

45 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Martin Monk United Kingdom	14	947	488	186	135	131	46	1.4k
Beverley Bell New Zealand	16	1.7k 1.8×	634 1.3×	246 1.3×	122 0.9×	19 0.1×	48	2.1k
Jos Kessels Netherlands	7	1.9k 2.0×	389 0.8×	132 0.7×	383 2.8×	36 0.3×	10	2.2k
Mary Oliver Australia	20	607 0.6×	279 0.6×	142 0.8×	100 0.7×	68 0.5×	76	1.0k
Sarah Michaels United States	20	1.4k 1.5×	936 1.9×	126 0.7×	240 1.8×	41 0.3×	35	2.2k
Wendy Nielsen Australia	18	823 0.9×	297 0.6×	118 0.6×	152 1.1×	26 0.2×	67	1.2k
Detlef Urhahne Germany	22	1.0k 1.1×	520 1.1×	388 2.1×	107 0.8×	81 0.6×	62	1.6k
Sehoya Cotner United States	23	892 0.9×	240 0.5×	337 1.8×	173 1.3×	42 0.3×	76	1.5k
Kevin Eagan United States	9	588 0.6×	126 0.3×	232 1.2×	69 0.5×	56 0.4×	15	1.2k
Juliëtte H. Walma van der Molen Netherlands	18	570 0.6×	246 0.5×	205 1.1×	206 1.5×	43 0.3×	32	999
Corinne Zimmerman United States	16	999 1.1×	872 1.8×	251 1.3×	213 1.6×	134 1.0×	36	1.8k

Countries citing papers authored by Martin Monk

Since Specialization

Citations

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

Fields of papers citing papers by Martin Monk

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Martin Monk

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

Monk, Martin. (2006). How science works : what do we do now?. School science review. 88(322). 119–121. 1 indexed citations

Monk, Martin, et al.. (2005). The first cut is the deepest: reflections on the state of animal dissection in biology education. Journal of Curriculum Studies. 37(5). 583–600. 41 indexed citations

Monk, Martin, et al.. (2005). Learning Introductory Quantum Physics: Sensori‐motor experiences and mental models. International Journal of Science Education. 27(13). 1571–1594. 46 indexed citations

Monk, Martin, et al.. (2003). Study of classroom practice and classroom contexts amongst senior high school biology teachers in Harare, Zimbabwe. Science Education. 87(2). 207–223. 4 indexed citations

Monk, Martin, et al.. (2003). A study of the association of attitudes to the philosophy of science with classroom contexts, academic qualification and professional training, amongst A level biology teachers in Harare, Zimbabwe. International Journal of Science Education. 25(4). 469–488. 10 indexed citations

Monk, Martin, et al.. (2003). The Reproduction of Social Stratification in Zimbabwe: A study of the attitudes and practices of A-level biology teachers in Harare. British Journal of Sociology of Education. 24(1). 21–38. 2 indexed citations

Monk, Martin, et al.. (2002). Changing Classroom Practice in Science and Mathematics Lessons in Egypt: Inhibitors and Opportunities.. OAR@UM (University of Malta). 7(1). 25–45. 4 indexed citations

Monk, Martin, et al.. (2002). Brain development, structuring of learning and science education: Where are we now? A review of some recent research. International Journal of Science Education. 24(4). 343–356. 11 indexed citations

Osborne, Jonathan, Sibel Erduran, Shirley Simon, & Martin Monk. (2001). Enhancing the quality of argument in school science. Research Portal (King's College London). 82(301). 63–70. 207 indexed citations

10.

Monk, Martin, et al.. (2001). Practice and promotion amongst Egyptian science and mathematics teachers following an In-service programme. Teacher Development. 5(3). 391–402. 1 indexed citations

11.

Monk, Martin & Jonathan Osborne. (2000). Good practice in science teaching : what research has to say. Open University Press eBooks. 208 indexed citations

12.

Johnson, Sally, et al.. (2000). Constraints on Development and Change to Science Teachers' Practice in Egyptian Classrooms. Journal of Education for Teaching International Research and Pedagogy. 26(1). 9–24. 30 indexed citations

13.

Johnson, Sally, et al.. (2000). Teacher change in the Western Cape, South Africa: taking a big step in science education. Journal of In-service Education. 26(3). 569–582. 6 indexed citations

14.

Monk, Martin. (1999). In Service for Teacher Development in Sub-Saharan Africa - A Review of Literature Published Between 1983-1997. RePEc: Research Papers in Economics. 6 indexed citations

15.

Monk, Martin, et al.. (1999). The Evaluation of Classroom Observation Activities by Egyptian Science Teachers and the Wider Implications for Teacher Training. Journal of In-service Education. 25(3). 557–570. 5 indexed citations

16.

Monk, Martin & Justin Dillon. (1993). Learning Content through Process: Practical Strategies for Science Teachers in Developing Countries.. 16(2). 13–20. 7 indexed citations

17.

Monk, Martin. (1991). Genetic epistemological notes on recent research into children's understanding of light. International Journal of Science Education. 13(3). 255–270. 12 indexed citations

18.

Monk, Martin. (1987). EPIDEMIOLOGY OF SUICIDE1. Epidemiologic Reviews. 9(1). 51–69. 167 indexed citations

19.

Bliss, Joan, Martin Monk, Jon Ogborn, & Peter Black. (1983). Qualitative data analysis for educational research : a guide to uses of systemic networks. 109 indexed citations

20.

Monk, Martin. (1978). The Health Worker and the Care of Teeth. Aboriginal health worker. 2(1). 52. 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.

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