Pete Boyd

820 total citations
27 papers, 499 citations indexed

About

Pete Boyd is a scholar working on Education, Human Factors and Ergonomics and Social Psychology. According to data from OpenAlex, Pete Boyd has authored 27 papers receiving a total of 499 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 9 papers in Human Factors and Ergonomics and 2 papers in Social Psychology. Recurrent topics in Pete Boyd's work include Teacher Education and Leadership Studies (12 papers), Innovative Education and Learning Practices (9 papers) and Reflective Practices in Education (6 papers). Pete Boyd is often cited by papers focused on Teacher Education and Leadership Studies (12 papers), Innovative Education and Learning Practices (9 papers) and Reflective Practices in Education (6 papers). Pete Boyd collaborates with scholars based in United Kingdom, Portugal and United States. Pete Boyd's co-authors include Caroline Smith, Jean Murray, Amélia Lopes, Sue Bloxham, Fátima Pereira, Nicola Andrew, Kevin Proudfoot, Paul Beninger, Elizabeth White and Steve Walker and has published in prestigious journals such as Teaching and Teacher Education, Studies in Higher Education and Higher Education.

In The Last Decade

Pete Boyd

27 papers receiving 465 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Pete Boyd United Kingdom 10 360 97 73 58 49 27 499
Thea van Lankveld Netherlands 6 276 0.8× 26 0.3× 61 0.8× 129 2.2× 31 0.6× 6 421
Marie Clarke Ireland 10 229 0.6× 14 0.1× 74 1.0× 26 0.4× 57 1.2× 31 392
Anna Bennett Australia 10 223 0.6× 24 0.2× 41 0.6× 68 1.2× 96 2.0× 18 424
Rebecca Spooner‐Lane Australia 13 320 0.9× 13 0.1× 108 1.5× 15 0.3× 53 1.1× 41 513
John Schostak United Kingdom 9 165 0.5× 20 0.2× 78 1.1× 47 0.8× 128 2.6× 38 394
Lesley Scanlon Australia 9 259 0.7× 36 0.4× 31 0.4× 13 0.2× 73 1.5× 15 365
Continuing Education 3 310 0.9× 28 0.3× 33 0.5× 30 0.5× 85 1.7× 6 472
Gurid Aga Askeland Norway 11 207 0.6× 25 0.3× 252 3.5× 18 0.3× 123 2.5× 28 528
Cally Guerin Australia 12 239 0.7× 20 0.2× 251 3.4× 60 1.0× 37 0.8× 28 430
Helen Connor United Kingdom 9 276 0.8× 15 0.2× 56 0.8× 25 0.4× 145 3.0× 25 439

Countries citing papers authored by Pete Boyd

Since Specialization
Citations

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

Fields of papers citing papers by Pete Boyd

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Pete Boyd

This figure shows the co-authorship network connecting the top 25 collaborators of Pete Boyd. A scholar is included among the top collaborators of Pete Boyd 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 Pete Boyd. Pete Boyd 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.
Proudfoot, Kevin & Pete Boyd. (2023). The Instrumental Motivation of Teachers: Implications of High-Stakes Accountability for Professional Learning. British Journal of Educational Studies. 72(3). 295–320. 3 indexed citations
2.
Beninger, Paul, et al.. (2022). Effects of the COVID-19 Pandemic on Pharmacovigilance Strategy, Systems, and Processes of Large, Medium, and Small Companies: An Industry Survey. Clinical Therapeutics. 44(9). 1225–1236. 7 indexed citations
3.
Proudfoot, Kevin & Pete Boyd. (2022). Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education. 51(2). 353–367. 5 indexed citations
4.
Lopes, Amélia, et al.. (2021). Sobre a Investigação nos Programas de Formação Inicial de Professores. Open Repository of the University of Porto (University of Porto). 159–180. 1 indexed citations
5.
Boyd, Pete, et al.. (2019). Developing an equalities literacy for practitioners working with children, young people and families through action research. Educational Action Research. 28(3). 362–382. 6 indexed citations
6.
Boyd, Pete, et al.. (2018). Teachers framing exploratory learning within a text-book based Singapore maths mastery approach. Insight (University of Cumbria). 10(1). 62–73. 2 indexed citations
7.
Boyd, Pete, et al.. (2018). Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education. 75. 214–223. 22 indexed citations
8.
Boyd, Pete & Elizabeth White. (2017). Teacher educator professional inquiry in an age of accountability. Insight (University of Cumbria). 2 indexed citations
9.
Boyd, Pete & Caroline Smith. (2014). The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education. 41(4). 678–695. 43 indexed citations
10.
Boyd, Pete. (2014). Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education. 22(4). 441–456. 3 indexed citations
11.
Lopes, Amélia, Pete Boyd, Nicola Andrew, & Fátima Pereira. (2013). The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education. 68(2). 167–183. 25 indexed citations
12.
Boyd, Pete & Sue Bloxham. (2013). A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal. 40(2). 337–352. 18 indexed citations
13.
Boyd, Pete, et al.. (2012). Being a School-Based Teacher Educator: Developing Pedagogy and Identity in Facilitating Work-Based Higher Education in a Professional Field.. Insight (University of Cumbria). 6(2). 41–57. 7 indexed citations
14.
Smith, Caroline & Pete Boyd. (2012). Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International. 49(1). 63–72. 59 indexed citations
15.
Boyd, Pete, et al.. (2011). Becoming a teacher educator: guidelines for induction, 2nd edition. Digital Education Resource Archive (University College London). 4 indexed citations
16.
Boyd, Pete. (2010). Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. The International Journal for Academic Development. 15(2). 155–165. 46 indexed citations
17.
Boyd, Pete, et al.. (2010). Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education. 36(1-2). 9–24. 118 indexed citations
18.
Boyd, Pete, et al.. (2009). Becoming a lecturer in nurse education: the work‐place learning of clinical experts as newcomers. Insight (University of Cumbria). 8(4). 292–300. 27 indexed citations
19.
Boyd, Pete, et al.. (2007). Becoming a teacher educator. Insight (University of Cumbria). 1 indexed citations
20.
Boyd, Pete. (1983). Laser Technology—A New Concept to Challenge the Forensic Document Examiner. Canadian Society of Forensic Science Journal. 16(1). 7–17. 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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Breakdown of academic impact, for papers by Thea van Lankveld Breakdown of academic impact, for papers by Marie Clarke Breakdown of academic impact, for papers by Anna Bennett Breakdown of academic impact, for papers by Rebecca Spooner‐Lane Breakdown of academic impact, for papers by John Schostak Breakdown of academic impact, for papers by Lesley Scanlon Breakdown of academic impact, for papers by Continuing Education Breakdown of academic impact, for papers by Gurid Aga Askeland Breakdown of academic impact, for papers by Cally Guerin Breakdown of academic impact, for papers by Helen Connor
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