This map shows the geographic impact of Rebecca Smees'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 Rebecca Smees with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rebecca Smees more than expected).
This network shows the impact of papers produced by Rebecca Smees. 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 Rebecca Smees. The network helps show where Rebecca Smees may publish in the future.
Co-authorship network of co-authors of Rebecca Smees
This figure shows the co-authorship network connecting the top 25 collaborators of Rebecca Smees.
A scholar is included among the top collaborators of Rebecca Smees 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 Rebecca Smees. Rebecca Smees is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hall, James, Κathy Sylva, Gráinne Smith, et al.. (2013). Evaluation of children's centres in England: strand 3 - delivery of family services by children’s centres. Oxford University Research Archive (ORA) (University of Oxford).6 indexed citations
10.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2012). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on students? dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9 Research brief. IOE EPrints.4 indexed citations
11.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2012). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on students? development in Key Stage 3: Social-behavioural outcomes in Year 9 Research brief. IOE EPrints.3 indexed citations
12.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2011). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students’ Reports of Their Experiences of School in Year 9. BIROn (Birkbeck, University of London).1 indexed citations
13.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2011). Effective pre-school, primary and secondary education project (EPPSE 3-14): influences on students' development in Key Stage 3: social-behavioural outcomes in Year 9. Digital Education Resource Archive (University College London).10 indexed citations
14.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2011). Effective pre-school, primary and secondary education project (EPPSE 3-14): influences on students' attainment and progress in Key Stage 3: academic outcomes in English, maths and science in year 9. research brief. BIROn (Birkbeck, University of London).8 indexed citations
15.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2008). Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5. Research Online (University of Wollongong).3 indexed citations
16.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Relationships between pupil self-perceptions, views of primary school and their development in Year 5. IOE EPrints.4 indexed citations
Stoll, Louise, et al.. (2003). Preparing for Change: Evaluation of the Key Stage 3 Strategy Pilot.3 indexed citations
19.
Thomas, Sally, Rebecca Smees, & Karen Elliot. (2000). Value Added Feedback for the Purpose of School Self-Evaluation. Bristol Research (University of Bristol). 144–159.5 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.