Andrew C. Porter
About
In The Last Decade
Andrew C. Porter
147 papers receiving 7.4k citations
Hit Papers
Peers
Comparison fields: 5 of 146
- Education 7.4k
- Developmental and Educational Psychology 1.5k
- Information Systems and Management 1.5k
- Sociology and Political Science 864
- General Agricultural and Biological Sciences 696
Countries citing papers authored by Andrew C. Porter
This map shows the geographic impact of Andrew C. Porter'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 Andrew C. Porter with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andrew C. Porter more than expected).
Fields of papers citing papers by Andrew C. Porter
This network shows the impact of papers produced by Andrew C. Porter. 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 Andrew C. Porter. The network helps show where Andrew C. Porter may publish in the future.
Co-authorship network of co-authors of Andrew C. Porter
This figure shows the co-authorship network connecting the top 25 collaborators of Andrew C. Porter. A scholar is included among the top collaborators of Andrew C. Porter 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 Andrew C. Porter. Andrew C. Porter is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 0 | |
| 3 | 1 | |
| 4 | 15 | |
| 5 | 134 | |
| 6 | Flexibly Using the Surveys of Enacted Curriculum to Study Alignment. | 1 |
| 7 | Success: A Hybrid Approach Benefits Beginning Teachers | 0 |
| 8 | Organization and effectiveness of induction programs for new teachers | 1 |
| 9 | 15 | |
| 10 | 5 | |
| 11 | Providing Effective Professional Development: Lessons from the Eisenhower Program. | 101 |
| 12 | Invited Commentary: Uses and Limitations of Indicator Data. | 1 |
| 13 | Designing Professional Development That Works. | 450 |
| 14 | Doing High-Stakes Assessment Right. | 12 |
| 15 | 211 | |
| 16 | 88 | |
| 17 | 56 | |
| 18 | Indicators: Objective Data or Political Tool?. | 9 |
| 19 | 23 | |
| 20 | The Role of Testing in Effective Schools. | 3 |
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.