Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers
2020214 citationsSara Bubb et al.Improving Schoolsprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Sara Bubb'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 Sara Bubb with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sara Bubb more than expected).
This network shows the impact of papers produced by Sara Bubb. 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 Sara Bubb. The network helps show where Sara Bubb may publish in the future.
Co-authorship network of co-authors of Sara Bubb
This figure shows the co-authorship network connecting the top 25 collaborators of Sara Bubb.
A scholar is included among the top collaborators of Sara Bubb 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 Sara Bubb. Sara Bubb is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Bubb, Sara. (2011). Outward-facing Schools: the impact of the Sinnott Fellowship. UCL Discovery (University College London).
10.
Bubb, Sara, et al.. (2008). Staff Development Outcomes Study. IOE EPrints.6 indexed citations
11.
Earley, Peter, et al.. (2008). Evaluation of the Future Leaders Pilot Programme: Final Report (Years 1 and 2). UCL Discovery (University College London).1 indexed citations
Bubb, Sara & Peter Earley. (2007). Leading and Managing Continuing Professional Development: Developing People, Developing Schools (2nd edition).11 indexed citations
14.
Bubb, Sara. (2007). The Impact of Induction on Newly Qualified Teachers in England. UCL Discovery (University College London).1 indexed citations
Bubb, Sara & Peter Earley. (2004). Managing Teacher Workload: Worklife balance and wellbeing. UCL Discovery (University College London).2 indexed citations
Bubb, Sara, et al.. (2002). Improving Induction: Research Based Best Practice for Schools.17 indexed citations
19.
Bubb, Sara, et al.. (2002). The Induction of Newly Qualified Teachers: Policy into Practice..2 indexed citations
20.
Bubb, Sara. (2001). A Newly Qualified Teacher's Manual: How to Meet the Induction Standards. UCL Discovery (University College London).2 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.