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.
Countries citing papers authored by Michael Fullan
Since
Specialization
Citations
This map shows the geographic impact of Michael Fullan'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 Fullan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael Fullan more than expected).
This network shows the impact of papers produced by Michael Fullan. 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 Fullan. The network helps show where Michael Fullan may publish in the future.
Co-authorship network of co-authors of Michael Fullan
This figure shows the co-authorship network connecting the top 25 collaborators of Michael Fullan.
A scholar is included among the top collaborators of Michael Fullan 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 Fullan. Michael Fullan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Fullan, Michael. (2019). The nuance of academic achievement. 41(1). 8.1 indexed citations
3.
Fullan, Michael, et al.. (2018). The Fast Track to Sustainable Turnaround.. Educational leadership. 75(6). 48–54.3 indexed citations
4.
Fullan, Michael. (2016). Amplify Change with Professional Capital.. The Journal of staff development. 37(1). 44.7 indexed citations
5.
Fullan, Michael, et al.. (2013). Leading educational change : global issues, challenges, and lessons on whole-system reform. Teachers College Press eBooks.18 indexed citations
6.
Sharratt, Lyn & Michael Fullan. (2013). Capture the Human Side of Learning: Data Makeover Puts Students Front and Center.. The Journal of staff development. 34(1). 44–48.2 indexed citations
7.
Sharratt, Lyn & Michael Fullan. (2012). Putting Faces on the Data.. Principal leadership. 13(4). 48–52.2 indexed citations
8.
Fullan, Michael. (2010). The Awesome Power of the Principal.. Principal. 89(4). 10.23 indexed citations
9.
Fullan, Michael. (2010). The Big Ideas behind Whole System Reform.. Education Canada. 50(3).19 indexed citations
10.
Fullan, Michael. (2008). The six secrets of change. Jossey-Bass eBooks.72 indexed citations
11.
Fullan, Michael. (2007). Mejoras en colegios: requisitos para la formación de profesores. SHILAP Revista de lepidopterología. 41(1). 293–314.1 indexed citations
12.
Fullan, Michael, et al.. (2004). Leading in a culture of change : personal action guide and workbook. Jossey-Bass eBooks.83 indexed citations
13.
Leithwood, Kenneth, Michael Fullan, & Nancy Watson. (2003). What Should Be the Boundaries of the Schools We Need. Education Canada. 43(1). 12–15.4 indexed citations
14.
Fullan, Michael. (2002). El significado del cambio educativo : un cuarto de siglo de aprendizaje. SHILAP Revista de lepidopterología.67 indexed citations
Fullan, Michael. (1994). La gestión basada en el centro : el olvido de lo fundamental. Revista de educación. 147–161.8 indexed citations
19.
Fullan, Michael. (1992). Successful school improvement : the implementation perspective and beyond. Open University Press eBooks.173 indexed citations
20.
Holmes, Mark, et al.. (1979). Three studies of the effects of teachers' strikes.
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.