Social Network Theory and Educational Change.
Impact in
- Education 306
- Authors
- Alan J. Daly
- Journal
- Cambridge University Press eBooks
In The Last Decade
doi.org/w8269312 →Countries where authors are citing Social Network Theory and Educational Change.
This map shows the geographic impact of Social Network Theory and Educational Change.. 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 Social Network Theory and Educational Change. with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Social Network Theory and Educational Change. more than expected).
Fields of papers citing Social Network Theory and Educational Change.
This network shows the impact of Social Network Theory and Educational Change.. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Social Network Theory and Educational Change..
About Social Network Theory and Educational Change.
This paper, published in 2010, received 470 indexed citations . Written by Alan J. Daly. It is primarily cited by scholars working on Education (306 citations), Sociology and Political Science (111 citations), Developmental and Educational Psychology (94 citations), Information Systems and Management (91 citations) and Communication (54 citations). Published in Cambridge University Press eBooks.
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.
This paper is also available at doi.org/w8269312.