This map shows the geographic impact of Ray Peck'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 Peck with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ray Peck more than expected).
This network shows the impact of papers produced by Ray Peck. 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 Peck. The network helps show where Ray Peck may publish in the future.
Co-authorship network of co-authors of Ray Peck
This figure shows the co-authorship network connecting the top 25 collaborators of Ray Peck.
A scholar is included among the top collaborators of Ray Peck 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 Peck. Ray Peck is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
11 of 11 papers shown
1.
Byun, Soo‐yong, Lawrence Ingvarson, Yukiko Maeda, et al.. (2013). The Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Technical Report..13 indexed citations
2.
Ingvarson, Lawrence, et al.. (2013). An Analysis of Teacher Education Context, Structure and Quality Assurance in TEDS-M Countries.4 indexed citations
3.
Ingvarson, Lawrence, John Schwille, Sharon L. Senk, et al.. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries : Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).17 indexed citations
Senk, Sharon L., et al.. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).178 indexed citations
6.
Tatto, María Teresa, et al.. (2009). Teacher Education and Development Study in Mathematics (TEDS-M) : conceptual framework : policy, practice, and readiness to teach primary and secondary mathematics. Clinical Nephrology. 20(1). 53–4.8 indexed citations
7.
Tatto, María Teresa, John Schwille, Sharon L. Senk, et al.. (2008). Teacher education and development study in mathematics (TEDS-M) : policy, practice, and readiness to teach primary and secondary mathematics : conceptual framework..149 indexed citations
8.
Thomson, Sue, et al.. (2005). Numeracy in the Early Years: Project Good Start.. ACEReSearch (Australian Council for Educational Research). 9(4). 14–17.23 indexed citations
9.
Peck, Ray, et al.. (2004). Engaging with excellence in mathematics teaching : creating excellence in the learning environment.3 indexed citations
10.
Ingvarson, Lawrence, Adrian Beavis, Alan J. Bishop, Ray Peck, & Gerald R. Elsworth. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. ACEReSearch (Australian Council for Educational Research).33 indexed citations
11.
Peck, Ray, et al.. (1999). Teacher and student perspectives on collaborative learning.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.