Michael Drake

634 total citations
28 papers, 436 citations indexed

About

Michael Drake is a scholar working on Education, Developmental and Educational Psychology and Modeling and Simulation. According to data from OpenAlex, Michael Drake has authored 28 papers receiving a total of 436 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Modeling and Simulation. Recurrent topics in Michael Drake's work include Mathematics Education and Teaching Techniques (13 papers), Innovative Teaching and Learning Methods (6 papers) and Education and Critical Thinking Development (5 papers). Michael Drake is often cited by papers focused on Mathematics Education and Teaching Techniques (13 papers), Innovative Teaching and Learning Methods (6 papers) and Education and Critical Thinking Development (5 papers). Michael Drake collaborates with scholars based in New Zealand, Iran and United States. Michael Drake's co-authors include Farzad Radmehr, Mark R. Lepper, Robin Averill, Dayle Anderson, Glenda Anthony, Mark S. Schlissel, Roberta Hunter and Jodie Hunter and has published in prestigious journals such as Review of Educational Research, Teaching and Teacher Education and Studies In Educational Evaluation.

In The Last Decade

Michael Drake

26 papers receiving 380 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michael Drake New Zealand 13 286 131 85 76 37 28 436
Anastasios Barkatsas Australia 6 362 1.3× 98 0.7× 65 0.8× 67 0.9× 68 1.8× 19 503
Rudolf vom Hofe Germany 10 372 1.3× 139 1.1× 180 2.1× 247 3.3× 83 2.2× 25 600
Peggy P. Chen United States 8 331 1.2× 220 1.7× 121 1.4× 159 2.1× 55 1.5× 13 485
Nils Machts Germany 8 239 0.8× 139 1.1× 99 1.2× 159 2.1× 24 0.6× 16 432
Kerstin Schütte Germany 10 252 0.9× 96 0.7× 113 1.3× 167 2.2× 21 0.6× 15 409
Bettina Rösken-Winter Germany 12 502 1.8× 139 1.1× 37 0.4× 61 0.8× 88 2.4× 25 599
Thomas E. Hunt United Kingdom 9 188 0.7× 58 0.4× 85 1.0× 146 1.9× 84 2.3× 18 379
Jens Fleischer Germany 13 193 0.7× 122 0.9× 108 1.3× 118 1.6× 13 0.4× 33 406
Mark J. Chin United States 10 235 0.8× 37 0.3× 45 0.5× 53 0.7× 52 1.4× 21 362
Fritz C. Staub Switzerland 10 613 2.1× 177 1.4× 86 1.0× 50 0.7× 49 1.3× 32 693

Countries citing papers authored by Michael Drake

Since Specialization
Citations

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

Fields of papers citing papers by Michael Drake

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michael Drake

This figure shows the co-authorship network connecting the top 25 collaborators of Michael Drake. A scholar is included among the top collaborators of Michael Drake 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 Michael Drake. Michael Drake 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.
Radmehr, Farzad, et al.. (2023). Perceptions of Lecturers and Engineering Students of Sophism and Paradox: The Case of Differential Equations. Education Sciences. 13(4). 354–354. 1 indexed citations
2.
Radmehr, Farzad & Michael Drake. (2021). Exploring students’ metacognition in relation to an integral-area evaluation task. Duo Research Archive (University of Oslo).
3.
Radmehr, Farzad, et al.. (2021). Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus. Mathematical Thinking and Learning. 24(2). 149–175. 10 indexed citations
4.
Radmehr, Farzad & Michael Drake. (2020). Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus. Education Sciences. 10(3). 55–55. 13 indexed citations
5.
Anthony, Glenda, et al.. (2019). Novice teachers’ perceptions of the use of rehearsals to support their learning of ambitious mathematics teaching. Asia-Pacific Journal of Teacher Education. 48(4). 389–402. 5 indexed citations
6.
Drake, Michael. (2018). In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching. The New Zealand Annual Review of Education. 23. 36–62. 1 indexed citations
7.
Radmehr, Farzad & Michael Drake. (2018). Students’ mathematical performance, metacognitive experiences and metacognitive skills in relation to integral-area relationships. Teaching Mathematics and its Applications An International Journal of the IMA. 38(2). 85–106. 12 indexed citations
8.
Radmehr, Farzad & Michael Drake. (2018). Revised Bloom’s taxonomy and major theories and frameworks that influence the teaching, learning, and assessment of mathematics: a comparison. International Journal of Mathematical Education in Science and Technology. 50(6). 895–920. 31 indexed citations
9.
Schlissel, Mark S., et al.. (2018). 3 vital ways to measure how much a university education is worth. 2 indexed citations
10.
Radmehr, Farzad & Michael Drake. (2018). An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom’s taxonomy and facets of metacognition. Studies In Educational Evaluation. 59. 41–51. 34 indexed citations
11.
Radmehr, Farzad & Michael Drake. (2017). Exploring students' mathematical performance, metacognitive experiences and skills in relation to fundamental theorem of calculus. International Journal of Mathematical Education in Science and Technology. 48(7). 1043–1071. 25 indexed citations
12.
Averill, Robin, Michael Drake, Dayle Anderson, & Glenda Anthony. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education. 44(5). 486–503. 30 indexed citations
13.
Drake, Michael. (2016). Learning to Coach in Practice-Based Teacher Education: A Self-Study. Studying Teacher Education. 12(3). 244–266. 6 indexed citations
14.
Drake, Michael, et al.. (2015). The Individual Basic Facts Assessment Tool.. Mathematics Education Research Group of Australasia. 1 indexed citations
15.
Anthony, Glenda, et al.. (2015). Learning the work of ambitious mathematics teaching. Mathematics Education Research Group of Australasia. 12 indexed citations
16.
Averill, Robin, Dayle Anderson, & Michael Drake. (2015). Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. 17(2). 64–83. 14 indexed citations
17.
Drake, Michael. (2014). Learning to measure length: The problem with the school ruler. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 19(3). 27–32. 3 indexed citations
18.
Averill, Robin, et al.. (2013). Coaching Pre-Service Teachers for Teaching Mathematics: The Views of Students.. Mathematics Education Research Group of Australasia. 4 indexed citations
19.
Drake, Michael. (2013). How Heavy Is My Rock? An Exploration of Students' Understanding of the Measurement of Weight.. Mathematics Education Research Group of Australasia.
20.
Lepper, Mark R., et al.. (1997). Intrinsic and extrinsic motivation: A developmental perspective.. 72 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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Breakdown of academic impact, for papers by Anastasios Barkatsas Breakdown of academic impact, for papers by Rudolf vom Hofe Breakdown of academic impact, for papers by Peggy P. Chen Breakdown of academic impact, for papers by Nils Machts Breakdown of academic impact, for papers by Kerstin Schütte Breakdown of academic impact, for papers by Bettina Rösken-Winter Breakdown of academic impact, for papers by Thomas E. Hunt Breakdown of academic impact, for papers by Jens Fleischer Breakdown of academic impact, for papers by Mark J. Chin Breakdown of academic impact, for papers by Fritz C. Staub
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