Tom Sharpe

684 total citations
48 papers, 493 citations indexed

About

Tom Sharpe is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Tom Sharpe has authored 48 papers receiving a total of 493 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 18 papers in Education and 12 papers in Social Psychology. Recurrent topics in Tom Sharpe's work include Physical Education and Pedagogy (12 papers), Behavioral and Psychological Studies (11 papers) and Teacher Education and Leadership Studies (9 papers). Tom Sharpe is often cited by papers focused on Physical Education and Pedagogy (12 papers), Behavioral and Psychological Studies (11 papers) and Teacher Education and Leadership Studies (9 papers). Tom Sharpe collaborates with scholars based in United States, United Kingdom and Ireland. Tom Sharpe's co-authors include Peter A. Hastie, Andrew Hawkins, Frank Doyle, Phillip Ward, Shannon L. Smith, David R. Beukelman, Monica Lounsbery, Michael P. Savage, Roger D. Ray and Seth Brown and has published in prestigious journals such as Science, Teaching and Teacher Education and Geological Society London Special Publications.

In The Last Decade

Tom Sharpe

46 papers receiving 424 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Tom Sharpe United States	11	174	170	168	129	115	48	493
Fiona C. Chambers Ireland	13	209 1.2×	153 0.9×	140 0.8×	129 1.0×	189 1.6×	30	457
Rebecca Duncombe United Kingdom	14	210 1.2×	119 0.7×	146 0.9×	131 1.0×	202 1.8×	27	502
Sandra Gibbons Canada	13	210 1.2×	137 0.8×	324 1.9×	59 0.5×	157 1.4×	41	572
Suzanne Lundvall Sweden	12	397 2.3×	189 1.1×	197 1.2×	119 0.9×	270 2.3×	65	619
Alexandra Valencia‐Peris Spain	13	76 0.4×	107 0.6×	106 0.6×	166 1.3×	155 1.3×	58	581
Valeria Varea Australia	14	338 1.9×	73 0.4×	147 0.9×	147 1.1×	248 2.2×	40	615
Dennis Dreiskämper Germany	12	82 0.5×	197 1.2×	97 0.6×	39 0.3×	157 1.4×	34	384
Brian Culp United States	11	245 1.4×	58 0.3×	135 0.8×	96 0.7×	196 1.7×	37	465
Sam Elliott Australia	16	132 0.8×	283 1.7×	373 2.2×	42 0.3×	188 1.6×	54	739
Sheri J. Brock United States	13	385 2.2×	209 1.2×	246 1.5×	82 0.6×	218 1.9×	38	563

Countries citing papers authored by Tom Sharpe

Since Specialization

Citations

This map shows the geographic impact of Tom Sharpe'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 Sharpe with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tom Sharpe more than expected).

Fields of papers citing papers by Tom Sharpe

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tom Sharpe. 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 Sharpe. The network helps show where Tom Sharpe may publish in the future.

Co-authorship network of co-authors of Tom Sharpe

This figure shows the co-authorship network connecting the top 25 collaborators of Tom Sharpe. A scholar is included among the top collaborators of Tom Sharpe 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 Sharpe. Tom Sharpe is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Sharpe, Tom, et al.. (2012). Using Technology to Study Human Interaction: Practice and Implications of a Sequential Behavior Approach. 1 indexed citations

Sharpe, Tom, et al.. (2005). The Effects of Personal Accountability and Personal Responsibility Instruction on Select Off-Task and Positive Social Behaviors. Journal of Teaching in Physical Education. 24(1). 66–87. 29 indexed citations

Sharpe, Tom, et al.. (2003). Behavior and sequential analyses. SAGE Publications eBooks. 6 indexed citations

Jackson, Patrick N. Wyse, et al.. (2003). Bryozoans and corsetry: the palaeontological work of George Robert Vine (1825–1893) of Sheffield. Proceedings of the Geologists Association. 114. 339–344. 3 indexed citations

Sharpe, Tom, et al.. (2000). Reviewing the Literature on Teacher and Coach Expectations With Implications for Future Research and Practice. The Physical Educator. 57(3). 5 indexed citations

Beukelman, David R., et al.. (2000). An elementary student with severe expressive communication impairment in a general education classroom: Sequential analysis of interactions. Augmentative and Alternative Communication. 16(2). 107–121. 22 indexed citations

Sharpe, Tom, et al.. (1999). Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice. Journal of Teaching in Physical Education. 19(1). 58–78. 9 indexed citations

Hastie, Peter A. & Tom Sharpe. (1999). Effects of a Sport Education Curriculum on the Positive Social Behavior of At-Risk Rural Adolescent Boys. Journal of Education for Students Placed at Risk (JESPAR). 4(4). 417–430. 47 indexed citations

Savage, Michael P. & Tom Sharpe. (1998). Demonstrating the Need for Formal Graduate Student Training in Effective Teaching Practices.. The Physical Educator. 55(3). 10 indexed citations

10.

Sharpe, Tom, William Harper, & Seth Brown. (1998). In Response: Further Reflections on Technology, Science, and Culture. Quest. 50(4). 332–343. 2 indexed citations

11.

Sharpe, Tom. (1997). Using Technology in Preservice Teacher Supervision. The Physical Educator. 54(1). 11–19. 7 indexed citations

12.

Sharpe, Tom, et al.. (1997). Description and Effects of Sequential Behavior Practice in Teacher Education. Research Quarterly for Exercise and Sport. 68(3). 222–232. 21 indexed citations

13.

Sharpe, Tom. (1996). Description and Effects of Prosocial Instruction in an Elementary Physical Education Setting.. Education and Treatment of Children. 19(4). 435–457. 12 indexed citations

14.

Sharpe, Tom, et al.. (1995). THE EFFECTS OF A SPORTSMANSHIP CURRICULUM INTERVENTION ON GENERALIZED POSITIVE SOCIAL BEHAVIOR OF URBAN ELEMENTARY SCHOOL STUDENTS. Journal of Applied Behavior Analysis. 28(4). 401–416. 58 indexed citations

15.

Sharpe, Tom, et al.. (1994). Tips for Collaborating: How K-12 and University Professionals Can Work Together. Strategies. 8(2). 5–9. 6 indexed citations

16.

Nelson, Jack & Tom Sharpe. (1993). What are some guidelines on giving feedback to students in physical education. 64(9). 13.

17.

Sharpe, Tom & Andrew Hawkins. (1993). Behavioral field systems evaluation in movement education classrooms: Practice and implications. Studies In Educational Evaluation. 19(3). 327–346. 3 indexed citations

18.

Sharpe, Tom & Andrew Hawkins. (1992). An Epistemological Postscript. Journal of Teaching in Physical Education. 12(1). 115–127. 2 indexed citations

19.

Sharpe, Tom & Andrew Hawkins. (1992). Strategies and Tactics for Field Systems Analysis. Journal of Teaching in Physical Education. 12(1). 9–23. 9 indexed citations

20.

Sharpe, Tom & Andrew Hawkins. (1992). Field systems analysis: A tactical guide for exploring temporal relationships in classroom settings. Teaching and Teacher Education. 8(2). 171–186. 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.

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