Paul Warwick

4.1k total citations
75 papers, 2.3k citations indexed

About

Paul Warwick is a scholar working on Education, Developmental and Educational Psychology and Political Science and International Relations. According to data from OpenAlex, Paul Warwick has authored 75 papers receiving a total of 2.3k indexed citations (citations by other indexed papers that have themselves been cited), including 46 papers in Education, 20 papers in Developmental and Educational Psychology and 16 papers in Political Science and International Relations. Recurrent topics in Paul Warwick's work include Education and Technology Integration (25 papers), Innovative Teaching and Learning Methods (16 papers) and Teacher Education and Leadership Studies (15 papers). Paul Warwick is often cited by papers focused on Education and Technology Integration (25 papers), Innovative Teaching and Learning Methods (16 papers) and Teacher Education and Leadership Studies (15 papers). Paul Warwick collaborates with scholars based in United Kingdom, Canada and Norway. Paul Warwick's co-authors include Neil Mercer, James Druckman, Sara Hennessy, Ruth Kershner, Maria Vrikki, Jan D. Vermunt, Judith Kleine Staarman, N. van Halem, Louis Major and Victoria Cook and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Political Science Review and Computers & Education.

In The Last Decade

Paul Warwick

68 papers receiving 2.0k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Paul Warwick United Kingdom	27	1.2k	743	506	309	298	75	2.3k
Andreas Schleicher France	21	2.1k 1.8×	336 0.5×	518 1.0×	77 0.2×	413 1.4×	66	2.8k
Susan Pedersen United States	22	607 0.5×	439 0.6×	462 0.9×	67 0.2×	523 1.8×	77	1.8k
Rui Yang Hong Kong	24	1.2k 1.1×	1.2k 1.6×	114 0.2×	45 0.1×	342 1.1×	99	2.2k
Daniel P. Liston United States	18	2.3k 2.0×	114 0.2×	318 0.6×	69 0.2×	510 1.7×	42	2.7k
Pak Tee Ng Singapore	25	1.1k 0.9×	277 0.4×	135 0.3×	23 0.1×	385 1.3×	80	1.8k
Alis Oancea United Kingdom	17	876 0.7×	238 0.3×	149 0.3×	38 0.1×	357 1.2×	44	1.5k
Michael Breen Ireland	17	462 0.4×	113 0.2×	423 0.8×	128 0.4×	213 0.7×	74	2.1k
Sedat Gümüş Türkiye	24	1.6k 1.3×	168 0.2×	148 0.3×	44 0.1×	183 0.6×	74	2.2k
Valerie Anderson United Kingdom	23	492 0.4×	36 0.0×	416 0.8×	60 0.2×	124 0.4×	56	1.4k
Dominique Simone Rychen	7	970 0.8×	137 0.2×	182 0.4×	35 0.1×	232 0.8×	8	1.4k

Countries citing papers authored by Paul Warwick

Since Specialization

Citations

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

Fields of papers citing papers by Paul Warwick

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Warwick

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

Rasmussen, Ingvill, et al.. (2024). How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging. Teacher Development. 29(1). 44–67.

Vermunt, Jan D., et al.. (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education. 133. 104295–104295. 11 indexed citations

Major, Louis, Ole Smørdal, Paul Warwick, et al.. (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education. 46(1). 37–55. 4 indexed citations

Vrikki, Maria, et al.. (2021). Developing a frame for action with digital technology through extending teacher noticing. Teacher Development. 25(4). 393–410. 4 indexed citations

Cook, Victoria & Paul Warwick. (2021). Realising student voice through dialogic engagement with a microblogging tool. Education 3-13. 51(1). 156–170.

Ahmed, Ayesha, Christine Howe, Louis Major, et al.. (2021). Developing a test of reasoning for preadolescents. International Journal of Research & Method in Education. 45(5). 466–478. 1 indexed citations

Warwick, Paul, et al.. (2020). ‘Role model’ or ‘facilitator’? Exploring male teachers’ and male trainees’ perceptions of the term ‘role model’ in England. Gender and Education. 33(6). 645–660. 9 indexed citations

Vermunt, Jan D., Maria Vrikki, N. van Halem, Paul Warwick, & Neil Mercer. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education. 81. 61–73. 118 indexed citations

Warwick, Paul, et al.. (2018). The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education. 49(4). 435–455. 30 indexed citations

10.

Hennessy, Sara, et al.. (2017). A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education. 44(2). 145–168. 32 indexed citations

11.

Mercer, Neil, Paul Warwick, & Ayesha Ahmed. (2016). An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12. Learning and Instruction. 48. 51–60. 41 indexed citations

12.

Warwick, Paul. (2016). The Ideological Congruence Illusion: The Impact of Valence. Legislative Studies Quarterly. 41(2). 445–469. 11 indexed citations

13.

Warwick, Paul. (2014). Public opinion and government policy in Britain: A case of congruence, amplification or dampening?. European Journal of Political Research. 54(1). 61–80. 9 indexed citations

14.

Warwick, Paul & James Druckman. (2006). The portfolio allocation paradox: An investigation into the nature of a very strong but puzzling relationship. European Journal of Political Research. 45(4). 635–665. 163 indexed citations

15.

Warwick, Paul & Sue Swaffield. (2006). Articulating and connecting frameworks of reflective practice and leadership: perspectives from ‘fast track’ trainee teachers. Reflective Practice. 7(2). 247–263. 4 indexed citations

16.

Warwick, Paul & John Siraj‐Blatchford. (2006). Using Data Comparison and Interpretation to Develop Procedural Understandings in the Primary Classroom: Case study evidence from action research. International Journal of Science Education. 28(5). 443–467. 12 indexed citations

17.

Warwick, Paul & James Druckman. (2001). Portfolio Salience and the Proportionality of Payoffs in Coalition Governments. British Journal of Political Science. 31(4). 627–649. 154 indexed citations

18.

Warwick, Paul. (1999). Getting the Assumptions Right: A Reply to Laver and Shepsle. British Journal of Political Science. 29(2). 402–412. 10 indexed citations

19.

Warwick, Paul. (1996). Coalition Government Membership in West European Parliamentary Democracies. British Journal of Political Science. 26(4). 471–499. 122 indexed citations

20.

Warwick, Paul, et al.. (1994). IT in primary investigations. Bristol Research (University of Bristol). 36. 22–25. 1 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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