Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
This map shows the geographic impact of Wayne Au'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 Wayne Au with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Wayne Au more than expected).
This network shows the impact of papers produced by Wayne Au. 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 Wayne Au. The network helps show where Wayne Au may publish in the future.
Co-authorship network of co-authors of Wayne Au
This figure shows the co-authorship network connecting the top 25 collaborators of Wayne Au.
A scholar is included among the top collaborators of Wayne Au 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 Wayne Au. Wayne Au is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ydesen, Christian & Wayne Au. (2018). Educational testing, the question of the public good, and room for inclusion:A comparative study of Scotland and the United States. VBN Forskningsportal (Aalborg Universitet).
Au, Wayne. (2015). Interrogating the Relationship Between Schools and Society. A Book Review of Can Education Change Society. Democracy education. 23(1). 17.
Au, Wayne. (2013). What's a Nice Test Like You Doing in a Place Like This? The edTPA and Corporate Education "Reform".. 27(4). 22–27.49 indexed citations
10.
Au, Wayne. (2013). Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education.. 12(2). 7–20.50 indexed citations
11.
Au, Wayne. (2012). Playing Smart: Resisting the Script.. 26(3). 30–33.
Au, Wayne. (2011). Neither Fair nor Accurate: Research-Based Reasons Why High-Stakes Tests Should Not Be Used to Evaluate Teachers.. 25(2). 34–38.10 indexed citations
14.
Au, Wayne. (2011). Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum. Journal of Curriculum Studies. 43(1). 25–45.314 indexed citations breakdown →
15.
Au, Wayne. (2009). Social Studies, Social Justice: W(h)ither the Social Studies in High-Stakes Testing?.. Teacher education quarterly (Claremont, Calif.). 36(1). 43–58.62 indexed citations
16.
Au, Wayne. (2009). Au, Wayne, Unequal by Design: HIgh-Stakes Testing and the Standardization of Inequality. New York: Routledge, 2009.. Journal of International Crisis and Risk Communication Research.1 indexed citations
Au, Wayne. (2007). Epistemology of the Oppressed: The Dialectics of Paulo Freire's Theory of Knowledge.. The Journal for Critical Education Policy Studies. 5(2).24 indexed citations
19.
Au, Wayne. (2007). High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher. 36(5). 258–267.759 indexed citations breakdown →
20.
Au, Wayne. (2005). Fresh Out of School: Rap Music's Discursive Battle with Education.. The Journal of Negro Education. 74(3). 210.21 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.