This map shows the geographic impact of Toby Greany'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 Toby Greany with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Toby Greany more than expected).
This network shows the impact of papers produced by Toby Greany. 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 Toby Greany. The network helps show where Toby Greany may publish in the future.
Co-authorship network of co-authors of Toby Greany
This figure shows the co-authorship network connecting the top 25 collaborators of Toby Greany.
A scholar is included among the top collaborators of Toby Greany 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 Toby Greany. Toby Greany is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Greany, Toby & Rupert Higham. (2018). Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. Repository@Nottingham (University of Nottingham).75 indexed citations
9.
Greany, Toby, et al.. (2018). Multi-academy Trusts: do they make a difference to pupil outcomes?. UCL Discovery (University College London).4 indexed citations
10.
Stoll, Louise, et al.. (2018). Evidence-informed teaching: self-assessment tool for teachers. UCL Discovery (University College London).3 indexed citations
Coldwell, Mike, et al.. (2017). Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017 (DFE- RR696a).. Durham Research Online (Durham University).3 indexed citations
14.
Coldwell, Mike, Toby Greany, Susan E. Higgins, et al.. (2017). Evidence-informed teaching : an evaluation of progress in England. Research report July 2017 (DFE- RR696).. Durham Research Online (Durham University).4 indexed citations
15.
Greany, Toby, Steve Higgins, Chris Brown, et al.. (2017). Evidence-informed teaching: An evaluation of progress in England [Research Report]. Queen Margaret University Publications Repository (Queen Margaret University).10 indexed citations
16.
Earley, Peter & Toby Greany. (2017). School Leadership and Education System Reform. Bloomsbury Academic eBooks.38 indexed citations
17.
Greany, Toby. (2014). Are We Nearly There Yet? Progress, Issues, and Possible Next Steps for a Self-Improving School System. Inaugural Professorial Lecture..1 indexed citations
18.
Greany, Toby, et al.. (2014). School-university partnerships: fulfilling the potential. Summary Report: October 2014. Nottingham Trent University's Institutional Repository (Nottingham Trent Repository).1 indexed citations
19.
Greany, Toby. (2014). Are we nearly there yet? : progress, issues, and possible next steps for a self-improving school system : based on an inaugural professorial lecture delivered at the Institute of Education, University of London, on 18 March 2014.11 indexed citations
20.
Greany, Toby & Jillian Rodd. (2003). Creating a learning to learn school : research and practice for raising standards, motivation and morale.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.