This map shows the geographic impact of Roger Lock'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 Roger Lock with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Roger Lock more than expected).
This network shows the impact of papers produced by Roger Lock. 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 Roger Lock. The network helps show where Roger Lock may publish in the future.
Co-authorship network of co-authors of Roger Lock
This figure shows the co-authorship network connecting the top 25 collaborators of Roger Lock.
A scholar is included among the top collaborators of Roger Lock 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 Roger Lock. Roger Lock 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.
Lock, Roger, et al.. (2010). Evaluating practical work using de Bono's "Thinking Hats". School science review. 91(337). 16–18.1 indexed citations
2.
Lock, Roger & Melissa Glackin. (2009). Teaching out-of-classroom science: implications from the initial teacher training experience. Research Portal (King's College London). 90(333). 111–118.5 indexed citations
Lock, Roger, et al.. (2006). Supporting student teachers' subject knowledge and approaches to teaching and learning the physical sciences. School science review. 88(322). 29–36.2 indexed citations
5.
Lock, Roger. (2002). Does Science Education Research Count. School science review. 84(307). 13–18.2 indexed citations
6.
Lock, Roger. (1998). Advanced-level biology: is there a problem?. School science review. 80(290). 25–28.13 indexed citations
7.
Lock, Roger. (1998). Environmental education and hearing-impaired pupils. School science review. 79(288). 101–104.1 indexed citations
8.
Lock, Roger. (1997). Post-16 biology : some model approaches ?. School science review. 79(286). 33–38.9 indexed citations
Lock, Roger. (1996). The Use of Living Organisms in Schools: Advice and Support from Science Inspectors.. School science review. 77(280). 19–27.2 indexed citations
11.
Lock, Roger. (1995). GCSE Students' Attitudes to Dissection and Using Animals in Research and Product Testing.. School science review. 77(279). 15–21.5 indexed citations
12.
Lock, Roger. (1994). Pupil Work in High School Biology Lessons: Some Alternative Approaches.. Australian science teachers journal. 40(3).3 indexed citations
Lock, Roger. (1991). Creative Work in Biology--A Pot-pourri of Examples. Part 2: Drawing, Drama, Games and Models.. School science review. 72(261). 57–64.2 indexed citations
Lock, Roger. (1990). Open-Ended, Problem-Solving Investigations. What Do We Mean and How Can We Use Them?.. School science review. 71(256). 63–72.47 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.