Paul Tarc

741 total citations
32 papers, 414 citations indexed

About

Paul Tarc is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Paul Tarc has authored 32 papers receiving a total of 414 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 20 papers in Political Science and International Relations and 12 papers in Sociology and Political Science. Recurrent topics in Paul Tarc's work include Global Education and Multiculturalism (25 papers), Global Educational Policies and Reforms (17 papers) and Educator Training and Historical Pedagogy (11 papers). Paul Tarc is often cited by papers focused on Global Education and Multiculturalism (25 papers), Global Educational Policies and Reforms (17 papers) and Educator Training and Historical Pedagogy (11 papers). Paul Tarc collaborates with scholars based in Canada, United States and China. Paul Tarc's co-authors include Aparna Mishra Tarc, Xi Wu, Vanessa Andreotti, Karen Pashby, David Jefferess, Roopa Desai Trilokekar, Nicholas Ng-A-Fook, Sarfaroz Niyozov, Mark Mason and Fazal Rizvi and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Sociology of Education and Teachers and Teaching.

In The Last Decade

Paul Tarc

31 papers receiving 382 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Paul Tarc Canada	11	375	187	160	126	119	32	414
Heela Goren Israel	8	505 1.3×	216 1.2×	258 1.6×	63 0.5×	231 1.9×	10	547
Lynn Mário T. Menezes de Souza Brazil	7	224 0.6×	117 0.6×	121 0.8×	25 0.2×	78 0.7×	30	348
James Cambridge United Kingdom	6	248 0.7×	112 0.6×	94 0.6×	56 0.4×	86 0.7×	19	274
Harriet Marshall United Kingdom	7	249 0.7×	131 0.7×	131 0.8×	24 0.2×	78 0.7×	13	280
Mark Evans Canada	5	343 0.9×	101 0.5×	176 1.1×	23 0.2×	76 0.6×	8	386
Laura L. Stachowski United States	8	315 0.8×	37 0.2×	150 0.9×	90 0.7×	44 0.4×	13	331
Clarissa Menezes Jordão Brazil	7	158 0.4×	75 0.4×	99 0.6×	14 0.1×	54 0.5×	25	265
Suniti Sharma United States	7	196 0.5×	24 0.1×	95 0.6×	73 0.6×	42 0.4×	20	223
Anatoli Rapoport United States	8	278 0.7×	80 0.4×	198 1.2×	28 0.2×	112 0.9×	29	339
Aparna Mishra Tarc Canada	9	163 0.4×	63 0.3×	144 0.9×	31 0.2×	41 0.3×	26	250

Countries citing papers authored by Paul Tarc

Since Specialization

Citations

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

Fields of papers citing papers by Paul Tarc

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Tarc

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

Bell, Nancy, et al.. (2023). Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling. Canadian Journal of Educational Administration and Policy. 112–127.

Gardner-McTaggart, Alexander, Tristan Bunnell, Julia Resnik, Paul Tarc, & Ewan Wright. (2023). Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises. Globalisation Societies and Education. 22(4). 553–562. 2 indexed citations

Tarc, Paul, et al.. (2023). Upholding “the educational” in education: Schooling beyond learning and the market. Prospects. 54(2). 301–306. 2 indexed citations

Tarc, Paul, et al.. (2022). Seeking the cosmopolitan teacher: internationalising curricula in a Canadian preservice teacher education program. Teachers and Teaching. 31(4). 600–617. 4 indexed citations

Tarc, Paul, et al.. (2022). How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis. Globalisation Societies and Education. 22(4). 605–624. 4 indexed citations

Wu, Xi & Paul Tarc. (2021). Chinese international secondary school students as flexible citizens: toward cosmopolitan learning. Discourse Studies in the Cultural Politics of Education. 43(4). 645–658. 8 indexed citations

Wu, Xi & Paul Tarc. (2019). Chinese international students in a Canadian private secondary school: becoming flexible citizens?. Compare A Journal of Comparative and International Education. 51(6). 901–919. 13 indexed citations

Tarc, Paul. (2018). “Walking the Talk”: A Conceptualization of International Mindedness to Inform Leadership in International Schools. Peabody Journal of Education. 93(5). 486–499. 10 indexed citations

Niyozov, Sarfaroz & Paul Tarc. (2015). Working with, against, and despite global 'best practices': Educational conversations around the globe. eCommons - AKU (Aga Khan University). 1 indexed citations

10.

Tarc, Paul, et al.. (2013). The Emergence of the International Baccalaureate Diploma in Ontario: Diffusion, Pilot Study and Prospective Research. Canadian Journal of Education / Revue canadienne de l éducation. 35(4). 341–375. 20 indexed citations

11.

Tarc, Paul. (2013). What Larger Conditions and Logics Are in Play? Responding to "Education as a Human Right in the 21st Century". Democracy education. 21(1). 9. 2 indexed citations

12.

Tarc, Paul, et al.. (2013). Reconceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning. Comparative and International Education. 41(3). 6 indexed citations

13.

Tarc, Paul. (2013). International Education in Global Times. 27 indexed citations

14.

Tarc, Paul. (2012). The Uses of Globalization in the (Shifting) Landscape of Educational Studies.. Canadian Journal of Education / Revue canadienne de l éducation. 35(3). 4–29. 10 indexed citations

15.

Tarc, Aparna Mishra & Paul Tarc. (2011). What hybridity stammers to say: becoming other than oneself in Hanif Kureishi's "My son the fanatic". SHILAP Revista de lepidopterología. 3 indexed citations

16.

Andreotti, Vanessa, et al.. (2009). Difference and Conflict in Global Citizenship in Higher Education in Canada. SHILAP Revista de lepidopterología. 2(3). 15 indexed citations

17.

Tarc, Paul. (2009). Global Dreams, Enduring Tensions: International Baccalaureate in a Changing World. Medical Entomology and Zoology. 91 indexed citations

18.

Tarc, Paul. (2009). What is the ‘International’ in the International Baccalaureate?. Journal of Research in International Education. 8(3). 235–261. 19 indexed citations

19.

Tarc, Paul. (2007). Informal learning in "Performative" times: Insights from empirical research on Canadian teachers' work and learning. Canadian Journal for the Study of Adult Education. 20(2). 71–86. 1 indexed citations

20.

Tarc, Paul. (2007). Teaching (for) Dispositions? Old Debates, New Orthodoxies: Hanging onto a ‘Knowledge Approach’. Western CEDAR (Western Washington University). 2(2). 9. 3 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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