Citations per year, relative to Thomas Lord Thomas Lord (= 1×)
peers
Andrew T. Stull
Countries citing papers authored by Thomas Lord
Since
Specialization
Citations
This map shows the geographic impact of Thomas Lord'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 Thomas Lord with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas Lord more than expected).
This network shows the impact of papers produced by Thomas Lord. 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 Thomas Lord. The network helps show where Thomas Lord may publish in the future.
Co-authorship network of co-authors of Thomas Lord
This figure shows the co-authorship network connecting the top 25 collaborators of Thomas Lord.
A scholar is included among the top collaborators of Thomas Lord 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 Thomas Lord. Thomas Lord is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Lord, Thomas. (2008). What? I Failed? but I Paid for Those Credits! Problems of Students Evaluating Faculty. The journal of college science teaching. 38(2). 72.
2.
Lord, Thomas. (2008). "Darn It, Professor. Just Tell Us What We Need to Know to Pass Your Course". The journal of college science teaching. 37(3). 71.8 indexed citations
3.
Lord, Thomas. (2007). Revisiting the Cone of Learning: Is It a Reliable Way to Link Instruction Method with Knowledge Recall?. The journal of college science teaching. 37(2). 14.16 indexed citations
4.
Lord, Thomas & Sandhya N. Baviskar. (2007). Moving Students from Information Recitation to Information Understanding: Exploiting Bloom's Taxonomy in Creating Science Questions.. The journal of college science teaching. 36(5). 40–44.80 indexed citations
5.
Lord, Thomas. (2007). Society for College Science Teachers: Revisiting the Cone of Learning--Is it a Reliable Way to Link Instruction Method with Knowledge Recall?.. The journal of college science teaching. 37(2). 14–17.7 indexed citations
6.
Lord, Thomas, et al.. (2007). Society for College Science Teachers: Putting Inquiry Teaching to the Test--Enhancing Learning in College Botany.. The journal of college science teaching. 36(7). 62–65.8 indexed citations
Lord, Thomas, et al.. (2004). Traditional and Constructivist Teaching Techniques: Comparing Two Groups of Undergraduate Nonscience Majors in a Biology Lab.. The journal of college science teaching. 34(3). 12–18.11 indexed citations
Lord, Thomas. (1998). How to Build a Better Mousetrap: Changing the Way Science is Taught through Constructivism.. Contemporary education. 69(3).5 indexed citations
13.
Lord, Thomas, et al.. (1995). Scientist-Teacher Summer Workshops Can Enhance Constructivist Views about Science and Science Instruction. 115(3). 445.6 indexed citations
14.
Lord, Thomas. (1994). Using Constructivism to Enhance Student Learning in College Biology.. The journal of college science teaching. 23(6).42 indexed citations
15.
Lord, Thomas, et al.. (1994). College Students' Opinions about Animal Dissections.. The journal of college science teaching. 23(5).6 indexed citations
16.
Lord, Thomas, et al.. (1993). How University Students View the Theory of Evolution.. The journal of college science teaching. 22(6).46 indexed citations
17.
Lord, Thomas. (1989). Promoting Student Research at the Two-Year College.. The journal of college science teaching. 18(3).
18.
Lord, Thomas. (1986). Right-Handed and Left-Footed? How Andrea Learned to Question the Facts.. Science and Children. 24(2). 22–25.
Lord, Thomas. (1984). A Plea for Right Brain Usage.. The journal of college science teaching. 14(2).3 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.