Paul Le

447 citations
12 papers · 325 · h-index 9

Impact in

    • Career Development and Diversity
  • Education top 10%
    • Science Education and Pedagogy
    • Innovative Teaching Methods
    • Higher Education Research Studies

Papers in

    • Chromatin Remodeling and Cancer 4
    • Cancer-related gene regulation 2
    • Innovative Teaching Methods 2
    • Science Education and Pedagogy 2

Paul Le

12 papers receiving 321 citations

Peers

Paul Le
Comparison fields: 5 of 75
  • Safety Research 52
  • Education 129
  • Developmental and Educational Psychology 42
  • Pathology and Forensic Medicine 50
  • Human Factors and Ergonomics 7
Replace Michèle Shuster with:
Michèle Shuster United States
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Ton Peeters Netherlands
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Citations per field
00.5×3.5×
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Citations per year

Countries citing papers authored by Paul Le

Since Specialization
Citations

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

Fields of papers citing papers by Paul Le

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 25 scholars most cited alongside Paul Le, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Paul Le Line = papers co-authored together Paul Le links everyone, so they are left out of the graph.

All Works

12 of 12 papers shown
#Work
1 201857
2 201150
3 202042
4 201442
5 201136
6 201933
7 201125
8 202021
9 20169
10 20185
11
System level EOS case studies not due to excessive voltages
20133
12 20182

About Paul Le

Paul Le is a scholar working on Molecular Biology, Education, Safety Research, Developmental and Educational Psychology and Nature and Landscape Conservation, having authored 12 papers that have together received 325 indexed citations. Recurring topics across this work include Chromatin Remodeling and Cancer (4 papers), Innovative Teaching Methods (2 papers), Science Education and Pedagogy (2 papers), Career Development and Diversity (2 papers), Innovative Teaching and Learning Methods (2 papers), Cancer-related gene regulation (2 papers), Cancer Mechanisms and Therapy (1 paper) and Critical Race Theory in Education (1 paper). The work is most often cited by research in Safety Research (52 citations), Education (129 citations), Developmental and Educational Psychology (42 citations), Pathology and Forensic Medicine (50 citations) and Human Factors and Ergonomics (7 citations). Paul Le has collaborated with scholars based in United States, Canada and China. Frequent co-authors include Cheryl E. Matias, Laurel Hartley, Daniel Martínez, Bruce Pawel, Alexander R. Judkins, Sriram Venneti, Lisa Sullivan, Jaclyn A. Biegel, Robert M. Talbot and Tammy M. Long. Their work appears in journals such as CBE—Life Sciences Education, The American Journal of Surgical Pathology, Neuro-Oncology, Cultural Studies of Science Education and Journal of Neuropathology & Experimental Neurology.

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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