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.
Professional Learning Communities: A Review of the Literature
20061.4k citationsLouise Stoll, Ray Bolam et al.Journal of Educational Changeprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Ray Bolam'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 Ray Bolam with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ray Bolam more than expected).
This network shows the impact of papers produced by Ray Bolam. 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 Ray Bolam. The network helps show where Ray Bolam may publish in the future.
Co-authorship network of co-authors of Ray Bolam
This figure shows the co-authorship network connecting the top 25 collaborators of Ray Bolam.
A scholar is included among the top collaborators of Ray Bolam 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 Ray Bolam. Ray Bolam 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.
Thomas, Sally, et al.. (2006). Creating your own professional learning community. Bristol Research (University of Bristol). 32–34.2 indexed citations
2.
Stoll, Louise, Ray Bolam, Agnes McMahon, Mike Wallace, & Sally Thomas. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change. 7(4). 221–258.1365 indexed citations breakdown →
3.
Bolam, Ray, Agnes McMahon, Louise Stoll, Sally Thomas, & Mike Wallace. (2005). Creating and Sustaining Effective Professional Learning Communities. Digital Education Resource Archive (University College London).334 indexed citations
4.
Bolam, Ray. (2004). Liderar comunidades eficaces de aprendizaje profesional. Dialnet (Universidad de la Rioja). 129–145.2 indexed citations
5.
Hipp, Kristine Kiefer, Louise Stoll, Ray Bolam, et al.. (2003). An International Perspective on the Development of Learning Communities..10 indexed citations
6.
Stoll, Louise, et al.. (2003). Creating and Sustaining Effective Professional Learning Communities: Questions Arising from the Literature. UCL Discovery (University College London).1 indexed citations
7.
McMahon, A. Philip, Sally Thomas, Louise Stoll, Ray Bolam, & Marc J. Wallace. (2003). British Educational Research Association Annual Conference, Edinburgh.5 indexed citations
Bolam, Ray. (1995). Mentoring for New Headteachers: Recent British Experience.. Journal of Educational Administration. 33(5). 29–44.4 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.