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.
International students: a vulnerable student population
This map shows the geographic impact of Peter Thomas'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 Thomas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Thomas more than expected).
This network shows the impact of papers produced by Peter Thomas. 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 Thomas. The network helps show where Peter Thomas may publish in the future.
Co-authorship network of co-authors of Peter Thomas
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Thomas.
A scholar is included among the top collaborators of Peter Thomas 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 Thomas. Peter Thomas is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Thomas, Peter. (2020). How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care.4 indexed citations
6.
Thomas, Peter, et al.. (2019). Dialogic Teaching: Addendum Report. SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University).1 indexed citations
Thomas, Peter. (2014). A case study of using a hypermedia pedagogy in a secondary English classroom. Victoria University Research Repository (Victoria University). 49(1). 53–61.1 indexed citations
Thimbleby, Harold, Brid O’Conaill, & Peter Thomas. (1997). Proceedings of HCI on People and Computers XII.2 indexed citations
16.
Akiskal, H.S., C. L. Cazzullo, Valentim Gentil, et al.. (1996). Dysthymia in neurological disorders.. PubMed. 1(6). 478–91.11 indexed citations
17.
Macredie, Robert D. & Peter Thomas. (1994). Educating the educators. 2(4). 227–239.1 indexed citations
18.
Bauters, F, et al.. (1986). [Acquired acrokeratosis and ichthyosis associated with multiple myeloma].. PubMed. 113(9). 829–32.12 indexed citations
19.
Thomas, Peter, et al.. (1983). [Renal amylosis secondary to acne conglobata of the buttocks. Rapid development to renal insufficiency after surgical excision of the suppurative foci].. PubMed. 12(2). 107–107.2 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.