This map shows the geographic impact of Sam Duncan'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 Sam Duncan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sam Duncan more than expected).
This network shows the impact of papers produced by Sam Duncan. 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 Sam Duncan. The network helps show where Sam Duncan may publish in the future.
Co-authorship network of co-authors of Sam Duncan
This figure shows the co-authorship network connecting the top 25 collaborators of Sam Duncan.
A scholar is included among the top collaborators of Sam Duncan 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 Sam Duncan. Sam Duncan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Bradbury, Alice, et al.. (2021). Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do. UCL Discovery (University College London).1 indexed citations
4.
Moss, Gemma, Alice Bradbury, Andrea Braun, Sam Duncan, & Raphaël Lévy. (2021). Learning through disruption 1: why school plans for recovery from COVID must be locally led. UCL Discovery (University College London).1 indexed citations
5.
Moss, Gemma, Alice Bradbury, Sam Duncan, & Roie Levy. (2021). Learning through disruption 4: building a more resilient education system post-COVID. UCL Discovery (University College London).1 indexed citations
6.
Moss, Gemma, Alice Bradbury, Annette Braun, Sam Duncan, & Richard Lévy. (2021). Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system. UCL Discovery (University College London).6 indexed citations
7.
Moss, Gemma, Alice Bradbury, Sam Duncan, Sinéad Harmey, & Raphaël Lévy. (2020). Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020. UCL Discovery (University College London).1 indexed citations
8.
Moss, Gemma, Alice Bradbury, Sam Duncan, Sinéad Harmey, & Rachel Levy. (2020). Responding to COVID-19, Briefing Note 1: Primary Assessment and COVID. UCL Discovery (University College London).1 indexed citations
9.
Moss, Gemma, R Allen, Alice Bradbury, et al.. (2020). Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward. UCL Discovery (University College London).34 indexed citations
10.
Moss, Gemma, Alice Bradbury, Sam Duncan, Sinéad Harmey, & R. C. Levy. (2020). Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times. UCL Discovery (University College London).4 indexed citations
11.
Moss, Gemma, Alice Bradbury, Sam Duncan, Sinéad Harmey, & R. C. Levy. (2020). Responding to COVID-19, Briefing Note 2: Learning after lockdown. UCL Discovery (University College London).1 indexed citations
Duncan, Sam. (2007). The Borders of Justice. Social Theory and Practice. 33(1). 27–46.1 indexed citations
19.
Shafiee, Masoud & Sam Duncan. (2002). STABILIZATION OF 2-D SYSTEMS USING FRACTIONAL REPRESENTATION APPROACH. Scientia Iranica. 9(2). 162–166.1 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.