Raymond Lynch

680 total citations
34 papers, 443 citations indexed

About

Raymond Lynch is a scholar working on Education, Experimental and Cognitive Psychology and Mechanical Engineering. According to data from OpenAlex, Raymond Lynch has authored 34 papers receiving a total of 443 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 7 papers in Experimental and Cognitive Psychology and 6 papers in Mechanical Engineering. Recurrent topics in Raymond Lynch's work include Teacher Education and Leadership Studies (5 papers), Design Education and Practice (5 papers) and Spatial Cognition and Navigation (4 papers). Raymond Lynch is often cited by papers focused on Teacher Education and Leadership Studies (5 papers), Design Education and Practice (5 papers) and Spatial Cognition and Navigation (4 papers). Raymond Lynch collaborates with scholars based in Ireland, United States and Sweden. Raymond Lynch's co-authors include Niall Seery, Oliver McGarr, Patricia McNamara, Ann Ledwith, Orla McCormack, Jason Power, Jim Gleeson, Didier Jourdan, Brian Nolan and Ronan O’Brien and has published in prestigious journals such as Studies in Higher Education, British Journal of Educational Technology and Environmental Education Research.

In The Last Decade

Raymond Lynch

31 papers receiving 411 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Raymond Lynch Ireland	12	275	82	58	43	39	34	443
Kelly W. Guyotte United States	9	203 0.7×	78 1.0×	89 1.5×	37 0.9×	78 2.0×	39	493
Meltem Alemdar United States	11	225 0.8×	68 0.8×	36 0.6×	37 0.9×	48 1.2×	62	452
Suzanne Jones United States	8	276 1.0×	145 1.8×	69 1.2×	39 0.9×	47 1.2×	24	473
Piet Ankiewicz South Africa	13	295 1.1×	129 1.6×	23 0.4×	31 0.7×	36 0.9×	34	427
Rekha Koul Australia	14	358 1.3×	74 0.9×	47 0.8×	38 0.9×	27 0.7×	37	527
Jonas Ivarsson Sweden	14	145 0.5×	101 1.2×	88 1.5×	55 1.3×	84 2.2×	33	492
Carol B. Brandt United States	13	249 0.9×	103 1.3×	82 1.4×	43 1.0×	56 1.4×	28	474
Tracie Costantino United States	9	147 0.5×	47 0.6×	110 1.9×	23 0.5×	32 0.8×	22	411
Xornam S. Apedoe United States	9	290 1.1×	124 1.5×	42 0.7×	20 0.5×	30 0.8×	19	455
Yu‐Hung Chien Taiwan	14	143 0.5×	85 1.0×	77 1.3×	64 1.5×	35 0.9×	34	481

Countries citing papers authored by Raymond Lynch

Since Specialization

Citations

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

Fields of papers citing papers by Raymond Lynch

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Raymond Lynch

This figure shows the co-authorship network connecting the top 25 collaborators of Raymond Lynch. A scholar is included among the top collaborators of Raymond Lynch 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 Raymond Lynch. Raymond Lynch is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

McCormack, Orla, et al.. (2023). Caveats for change: exploring pre-service teachers’ concerns regarding change. Teachers and Teaching. 30(5). 585–600.

Power, Jason, Raymond Lynch, & Kinnari Atit. (2023). Self-efficacy development in student teachers: the critical role of school placement. European Journal of Teacher Education. 49(1). 129–151. 2 indexed citations

Seery, Niall, et al.. (2023). An Evaluation of the Assessment of Graphical Education at Junior Cycle in the Irish System. Research@THEA. 17(2). 9–20.

Gleeson, Jim, Raymond Lynch, & Orla McCormack. (2021). The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators. European Educational Research Journal. 20(3). 365–389. 12 indexed citations

McGarr, Oliver & Raymond Lynch. (2021). Analysing the construction of ‘sustainability’ in lower secondary school technology syllabi in Ireland. Environmental Education Research. 27(7). 992–1010. 4 indexed citations

Seery, Niall, et al.. (2020). Investigating Student Teachers' Approach to Solving Applied Analytical Graphical Problems. Papers on Engineering Education Repository (American Society for Engineering Education). 25.854.1–25.854.18. 2 indexed citations

Ledwith, Ann, et al.. (2019). Comparing the dialogue of experts and novices in interdisciplinary teams to inform design education. International Journal of Technology and Design Education. 30(1). 187–206. 30 indexed citations

Power, Jason, Raymond Lynch, & Oliver McGarr. (2019). Difficulty and self‐efficacy: An exploratory study. British Journal of Educational Technology. 51(1). 281–296. 25 indexed citations

Lynch, Raymond, et al.. (2018). Problematizing spatial literacy within the school curriculum. International Journal of Technology and Design Education. 29(4). 685–700. 15 indexed citations

10.

Seery, Niall, et al.. (2017). Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving. Journal of Science Education and Technology. 27(2). 114–130. 8 indexed citations

11.

Lynch, Raymond, et al.. (2017). Exploring the position of curriculum studies across the continuum of teacher education in Ireland. Irish Educational Studies. 36(4). 439–456. 7 indexed citations

12.

Ledwith, Ann, et al.. (2017). HOW DESIGN EDUCATION CAN SUPPORT COLLABORATION IN TEAMS. 14–19. 5 indexed citations

13.

Lynch, Raymond. (2016). Towards an Understanding of Interest Development: Challenges and Opportunities for Psychologists and Counsellors in Schools. Journal of Psychologists and Counsellors in Schools. 27(2). 208–221. 1 indexed citations

14.

McCormack, Orla, et al.. (2015). Plastic people in pinstripe suits: an exploration of the views of Irish parents on the publication of school league tables. Educational Studies. 41(5). 513–533. 11 indexed citations

15.

Lynch, Raymond, et al.. (2015). Learning to earn? The role of performance grades in higher education. Studies in Higher Education. 42(9). 1750–1763. 29 indexed citations

16.

Lynch, Raymond & Oliver McGarr. (2014). Negotiating Subject Hierarchies. Educational Policy. 30(5). 721–739. 13 indexed citations

17.

Lynch, Raymond, et al.. (2013). Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative. Irish Educational Studies. 32(4). 493–510. 8 indexed citations

18.

Lynch, Raymond, et al.. (2013). The impact of task difficulty and performance scores on student engagement and progression. Educational Research. 55(3). 291–303. 22 indexed citations

19.

Lynch, Raymond, et al.. (2011). Student interests and undergraduate performance: the importance of student–course alignment. Irish Educational Studies. 30(3). 345–363. 4 indexed citations

20.

Lynch, Raymond, et al.. (2007). An evaluation of CDIO approach to engineering education. 5 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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