This map shows the geographic impact of Stuart Foster'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 Stuart Foster with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stuart Foster more than expected).
This network shows the impact of papers produced by Stuart Foster. 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 Stuart Foster. The network helps show where Stuart Foster may publish in the future.
Co-authorship network of co-authors of Stuart Foster
This figure shows the co-authorship network connecting the top 25 collaborators of Stuart Foster.
A scholar is included among the top collaborators of Stuart Foster 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 Stuart Foster. Stuart Foster is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Foster, Stuart & Adrian Burgess. (2013). Problematic portrayals and contentious content : representation of the Holocaust in English history textbooks. UCL Discovery (University College London).1 indexed citations
Crawford, Keith & Stuart Foster. (2007). War, Nation, Memory: International Perspectives on World War II in School History Textbooks. Research in Curriculum and Instruction..2 indexed citations
Foster, Stuart & Keith Crawford. (2006). What Shall We Tell the Children? International Perspectives on School History Textbooks.101 indexed citations
10.
Foster, Stuart & Keith Crawford. (2006). What Shall We Tell the Children? International Perspectives on School History Textbooks. Research in Curriculum and Instruction..
11.
Foster, Stuart, et al.. (2005). America in World War II: An Analysis of History Textbooks from England, Japan, Sweden, and the United States.. Journal of curriculum and supervision. 20(3). 214–233.9 indexed citations
12.
Foster, Stuart, et al.. (2004). Quem ganhou a 2ª guerra mundial? retratos das forças aliadas nos manuais de história das escolas norte-Americanas, inglesas, japonesas e suecas. Curriculo sem Fronteiras. 4(2). 51–70.1 indexed citations
13.
Foster, Stuart. (2000). Red Alert! Educators Confront the "Red Scare" in American Public Education, 1947 - 1954. Peter Lang eBooks.1 indexed citations
14.
Foster, Stuart & Elizabeth A. Yeager. (1999). "You've Got To Put Together the Pieces": English 12-Year-Olds Encounter and Learn from Historical Evidence.. Journal of curriculum and supervision. 14(4). 286–317.27 indexed citations
Foster, Stuart & James Winston Morris. (1998). Full of Sound and Fury...Signifying Nothing?: Why the History Standards Have a Troubled Future. The International journal of social education. 12(2). 60–68.
17.
Foster, Stuart & Elizabeth A. Yeager. (1998). The Role of Empathy in the Development of Historical Understanding. The International journal of social education. 13(1). 1–7.85 indexed citations
18.
Yeager, Elizabeth A., et al.. (1998). Why People in the Past Acted as They Did: An Exploratory Study in Historical Empathy.. The International journal of social education. 13(1). 8–24.36 indexed citations
19.
Foster, Stuart & John D. Hoge. (1997). Surfing for Social Studies Software: A practical guide to locating and selecting resources on the Internet. Social studies and the young learner. 9(4). 28–32.2 indexed citations
20.
Foster, Stuart. (1996). Prospects for Teaching Historical Analysis and Interpretation: National Curriculum Standards for History Meet Current History Textbooks.. Journal of curriculum and supervision. 11(4).6 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.