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.
Changing Practices, Changing Education
2013536 citationsChristine Edwards‐Groves, Peter Grootenboer et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Peter Grootenboer
Since
Specialization
Citations
This map shows the geographic impact of Peter Grootenboer'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 Peter Grootenboer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Grootenboer more than expected).
Fields of papers citing papers by Peter Grootenboer
This network shows the impact of papers produced by Peter Grootenboer. 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 Peter Grootenboer. The network helps show where Peter Grootenboer may publish in the future.
Co-authorship network of co-authors of Peter Grootenboer
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Grootenboer.
A scholar is included among the top collaborators of Peter Grootenboer 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 Peter Grootenboer. Peter Grootenboer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Grootenboer, Peter & Christine Edwards‐Groves. (2020). Educational middle leading: A critical practice in school development. 26(1). 23–30.1 indexed citations
Blue, Levon, Peter Grootenboer, & Mark Brimble. (2015). The Importance of "Praxis" in Financial Literacy Education: An Indigenous Perspective.. QUT ePrints (Queensland University of Technology).6 indexed citations
9.
Grootenboer, Peter, Christine Edwards‐Groves, & Karin Rönnerman. (2015). The Practice of "Middle Leading" in Mathematics Education.. Griffith Research Online (Griffith University, Queensland, Australia). 277–284.5 indexed citations
10.
Grootenboer, Peter & Christine Edwards‐Groves. (2013). Mathematics Education as a Practice: A Theoretical Position.. Griffith Research Online (Griffith University, Queensland, Australia).1 indexed citations
Grootenboer, Peter. (2009). Primary Teachers' Affective Development in Mathematics: Developing positive beliefs, attitudes and feelings. Griffith Research Online (Griffith University, Queensland, Australia).1 indexed citations
15.
Grootenboer, Peter. (2009). Homework and Learning Mathematics.. Griffith Research Online (Griffith University, Queensland, Australia). 14(4). 11–15.2 indexed citations
16.
Grootenboer, Peter & Brian Hemmings. (2007). Mathematics Performance and the Role Played by Affective and Background Factors. Mathematics Education Research Journal. 19(3). 3–20.41 indexed citations
17.
Grootenboer, Peter. (2005). The Impact of the School-based Practicum on Pre-service Teachers’ Affective Development in Mathematics. Mathematics teacher education and development. 7. 18–32.27 indexed citations
18.
Grootenboer, Peter. (2003). The Affective Views of Primary School Children.. Griffith Research Online (Griffith University, Queensland, Australia). 3. 1–8.15 indexed citations
19.
Grootenboer, Peter, et al.. (2002). Kids talking about their learning in mathematics. Griffith Research Online (Griffith University, Queensland, Australia). 7(4). 16–21.2 indexed citations
20.
Grootenboer, Peter. (2001). How students remember their mathematics teachers. Griffith Research Online (Griffith University, Queensland, Australia). 57(4). 14–16.11 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.