This map shows the geographic impact of Tom Cooper'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 Tom Cooper with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tom Cooper more than expected).
This network shows the impact of papers produced by Tom Cooper. 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 Tom Cooper. The network helps show where Tom Cooper may publish in the future.
Co-authorship network of co-authors of Tom Cooper
This figure shows the co-authorship network connecting the top 25 collaborators of Tom Cooper.
A scholar is included among the top collaborators of Tom Cooper 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 Tom Cooper. Tom Cooper 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.
Cooper, Tom, et al.. (2018). Mathematical Modelling in the Junior Secondary Years: An Approach Incorporating Mathematical Technology.. QUT ePrints (Queensland University of Technology). 74(1). 4–12.2 indexed citations
Cooper, Tom, et al.. (2016). Professional Development amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities. The journal of faculty development. 30(2). 27–35.5 indexed citations
4.
Cooper, Tom, et al.. (2014). Successful outcomes in vocational education and training courses and mathematics: How pedagogy and expectations influence achievement. QUT ePrints (Queensland University of Technology).1 indexed citations
5.
Cooper, Tom, et al.. (2012). Stakeholders, Strategic Planning and Critical Success Factors in Professional Accounting Organizations. Journal of Leadership Accountability and Ethics. 9(4). 82–98.5 indexed citations
6.
Cooper, Tom, et al.. (2011). Strategic Risk, Risk Perception and Risk Behaviour: Meta-Analysis. SSRN Electronic Journal. 24(2). 20.5 indexed citations
Baturo, Annette R. & Tom Cooper. (2008). Developing mathematics understanding through cognitive diagnostic assessment tasks. QUT ePrints (Queensland University of Technology).3 indexed citations
Norton, Stephen John & Tom Cooper. (2008). Teaching mathematics and technology through design practice.. QUT ePrints (Queensland University of Technology).
Baturo, Annette R., et al.. (2004). Young white teachers’ perceptions of mathematics learning of Aboriginal and Non-Aboriginal students in remote communities. Research Bank (Australian Catholic University). 239.5 indexed citations
14.
Cooper, Tom, Annette R. Baturo, & Elizabeth Warren. (2004). Queensland Indigenous students in rural and remote classrooms. Pedagogical practices in numeracy learning. Research Bank (Australian Catholic University). 154.1 indexed citations
15.
Baturo, Annette R., et al.. (2003). Effective Teaching with Virtual Materials: Years Six and Seven Case Studies. QUT ePrints (Queensland University of Technology). 4. 299–306.4 indexed citations
16.
Jamieson-Proctor, Romina, Annette R. Baturo, & Tom Cooper. (2002). Integrating concrete and virtual materials in an elementary mathematics classroom: a case study of success with fractions. QUT ePrints (Queensland University of Technology). 87–92.4 indexed citations
Dole, Shelley, Steven Nisbet, Elizabeth Warren, & Tom Cooper. (1999). Teacher Collaboration in Developing Rich Assessment Tasks in Mathematics as a Professional Development Activity.. Mathematics teacher education and development. 1(1). 38–49.4 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.