This map shows the geographic impact of Stephen Keast'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 Stephen Keast with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stephen Keast more than expected).
This network shows the impact of papers produced by Stephen Keast. 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 Stephen Keast. The network helps show where Stephen Keast may publish in the future.
Co-authorship network of co-authors of Stephen Keast
This figure shows the co-authorship network connecting the top 25 collaborators of Stephen Keast.
A scholar is included among the top collaborators of Stephen Keast 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 Stephen Keast. Stephen Keast is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Tan, Danielle, James T. Jenkins, Stephen Keast, & Wolfgang Sachse. (2015). Acoustic signals generated in inclined granular flows. Journal of Geophysical Research Earth Surface. 120(10). 2027–2039.1 indexed citations
4.
Keast, Stephen & Rebecca Cooper. (2015). Developing pedagogical knowledge of pre-service science teachers using slowmation as a shared experience. 151–165.3 indexed citations
5.
Kidman, Gillian, Stephen Keast, & Rebecca Cooper. (2013). Enhancing preservice teacher learning through slowmation animation. QUT ePrints (Queensland University of Technology).2 indexed citations
6.
Kidman, Gillian, Stephen Keast, & Rebecca Cooper. (2012). Responding to the 5Rs: An alternate perspective of slowmation. QUT ePrints (Queensland University of Technology).6 indexed citations
7.
Kidman, Gillian, Stephen Keast, & Rebecca Cooper. (2012). Understanding pre-service teacher conceptual change through slowmation animation. QUT ePrints (Queensland University of Technology).2 indexed citations
8.
Loughran, Jeffrey John, Amanda Berry, Rebecca Cooper, Stephen Keast, & Garry Hoban. (2012). Preservice teachers learning about teaching for conceptual change through slowmation. RMIT Research Repository (RMIT University Library).5 indexed citations
9.
Keast, Stephen, Rebecca Cooper, Amanda Berry, Jeffrey John Loughran, & Garry Hoban. (2010). Slowmation as a pedagogical scaffolding for improving science teaching and learning. 2(1). 1–15.3 indexed citations
10.
Berry, Amanda & Stephen Keast. (2010). Looking into Practice. Cases of Science Teachers' Professional Growth. Volume Two..
11.
Keast, Stephen & Rebecca Cooper. (2010). Doing the Opposite Leads to Success. ACEReSearch (Australian Council for Educational Research). 2010(209). 28–29.
12.
Keast, Stephen, Rebecca Cooper, Amanda Berry, John Loughran, & Garry Hoban. (2009). Using Slowmation to stimulate thinking about pedagogical intent in science teaching and learning. Figshare.3 indexed citations
13.
Keast, Stephen & Rebecca Cooper. (2009). Another string to your bow. ACEReSearch (Australian Council for Educational Research). 2009(207). 18–19.
14.
Berry, Amanda & Stephen Keast. (2009). Looking into Practice. Cases of Science Teachers' Professional Growth.2 indexed citations
Joseph, Dawn & Stephen Keast. (2005). Professional development : the singing ear sees and does. Deakin Research Online (Deakin University).3 indexed citations
17.
Keast, Stephen. (2003). Julia's journey : teacher research in the primary mathematics classroom. Deakin Research Online (Deakin University).
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.