Roger Trend
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- Geography Education and Pedagogy 8
- Education top 5%
- Science Education and Pedagogy 9
- Early Childhood Education and Development 2
- Parental Involvement in Education 2
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- Educational Strategies and Epistemologies 4
- Automotive Engineering top 10%
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- Educator Training and Historical Pedagogy 1
- Geography and Education Methods 1
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- Outdoor and Experiential Education 1
- Co-authors
- Jane DoveNiki Davis
- Journals
- Educational Studies (2 papers)International Journal of Science Education (2 papers)Journal of Research in Science Teaching (2 papers)
- Partner nations
- United Kingdom
In The Last Decade
Roger Trend
14 papers receiving 315 citations
Peers
Comparison fields: 5 of 64
- Geography, Planning and Development 134
- History and Philosophy of Science 64
- Education 270
- Developmental and Educational Psychology 81
- Automotive Engineering 58
Countries citing papers authored by Roger Trend
This map shows the geographic impact of Roger Trend'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 Trend with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Roger Trend more than expected).
Fields of papers citing papers by Roger Trend
This network shows the impact of papers produced by Roger Trend. 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 Trend. The network helps show where Roger Trend may publish in the future.
Co-authorship network
The 2 scholars most cited alongside Roger Trend, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2009 | 7 | |
| 2 | 2009 | 4 | |
| 3 | 2009 | 3 | |
| 4 | 2009 | 10 | |
| 5 | 2007 | 2 | |
| 6 | 2005 | 26 | |
| 7 | 2001 | 109 | |
| 8 | 2001 | 5 | |
| 9 | 2001 | 24 | |
| 10 | 2000 | 76 | |
| 11 | 2000 | 13 | |
| 12 | 1999 | 1 | |
| 13 | 1998 | 83 | |
| 14 | Earth science and physical geography in the secondary school curriculum | 1991 | 1 |
About Roger Trend
Roger Trend is a scholar working on Geography, Planning and Development, Education, Developmental and Educational Psychology, History and Philosophy of Science and Geochemistry and Petrology, having authored 14 papers that have together received 364 indexed citations. Recurring topics across this work include Science Education and Pedagogy (9 papers), Geography Education and Pedagogy (8 papers), Educational Strategies and Epistemologies (4 papers), Early Childhood Education and Development (2 papers), Parental Involvement in Education (2 papers), Educator Training and Historical Pedagogy (1 paper), Geography and Education Methods (1 paper) and Outdoor and Experiential Education (1 paper). The work is most often cited by research in Geography, Planning and Development (134 citations), History and Philosophy of Science (64 citations), Education (270 citations), Developmental and Educational Psychology (81 citations) and Automotive Engineering (58 citations). Roger Trend has collaborated with scholars based in United Kingdom. Frequent co-authors include Jane Dove and Niki Davis. Their work appears in journals such as Educational Studies, International Journal of Science Education, Journal of Research in Science Teaching, Research Papers in Education and Research in Science & Technological Education.
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.