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.
The power of outliers (and why researchers should ALWAYS check for them)
2020245 citationsJason W. Osborne, Amy OverbayPractical assessment, research & evaluationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Amy Overbay'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 Amy Overbay with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Overbay more than expected).
This network shows the impact of papers produced by Amy Overbay. 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 Amy Overbay. The network helps show where Amy Overbay may publish in the future.
Co-authorship network of co-authors of Amy Overbay
This figure shows the co-authorship network connecting the top 25 collaborators of Amy Overbay.
A scholar is included among the top collaborators of Amy Overbay 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 Amy Overbay. Amy Overbay is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Osborne, Jason W. & Amy Overbay. (2020). The power of outliers (and why researchers should ALWAYS check for them). Practical assessment, research & evaluation. 9(1). 1–8.245 indexed citations breakdown →
Overbay, Amy, et al.. (2009). On the Outs: Learning Styles, Resistance to Change, and Teacher Retention. Contemporary issues in technology and teacher education. 9(3). 356–370.3 indexed citations
7.
Overbay, Amy, et al.. (2006). Evidence-Based Education: Postcards From the Edge. The Journal of Technology and Teacher Education. 14(3). 623–632.3 indexed citations
8.
Overbay, Amy, et al.. (2005). Instructional Activities, Use of Technology, and Classroom Climate: What Lies Beneath. Society for Information Technology & Teacher Education International Conference. 2005(1). 858–862.3 indexed citations
9.
Overbay, Amy, et al.. (2004). Assessing Teachers’ Technology Skills and Attitudes: Initial Findings From the North Carolina IMPACT Evaluation. Society for Information Technology & Teacher Education International Conference. 2004(1). 926–930.1 indexed citations
10.
Overbay, Amy. (2003). SCHOOL SIZE: A REVIEW OF THE LITERATURE.3 indexed citations
11.
Overbay, Amy. (2003). Persuasive Developments: Reflective Judgment and College Students' Written Argumentation. NCSU Libraries Repository (North Carolina State University Libraries).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.