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.
Gender differences in students' experiences, interests, and attitudes toward science and scientists
2000506 citationsAnn C. Howe et al.Science Educationprofile →
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 Ann C. Howe'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 Ann C. Howe with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ann C. Howe more than expected).
This network shows the impact of papers produced by Ann C. Howe. 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 Ann C. Howe. The network helps show where Ann C. Howe may publish in the future.
Co-authorship network of co-authors of Ann C. Howe
This figure shows the co-authorship network connecting the top 25 collaborators of Ann C. Howe.
A scholar is included among the top collaborators of Ann C. Howe 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 Ann C. Howe. Ann C. Howe is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Davies, Dan, Ann C. Howe, & Kathryn K. McMahon. (2004). Trainee primary teachers and creativity in the curriculum. ResearchSPAce (Bath Spa University).
2.
Howe, Ann C. & Sarah B. Berenson. (2003). High Achieving Girls in Mathematics: What's Wrong with Working Hard?.. Proceedings of the ... PME Conference. 3. 87–93.3 indexed citations
Davies, Dan, et al.. (2001). Primary design and technology for the future: creativity, culture and citizenship in the curriculum. ResearchSPAce (Bath Spa University).1 indexed citations
Howe, Ann C.. (1982). Classroom Process Variables in Urban Integrated Junior High School Individualized Science Programs. Final Report..1 indexed citations
Howe, Ann C.. (1978). The Forum: Curriculum-Generated Identity Crisis.. The Science Teacher. 45(8). 31–32.4 indexed citations
17.
Howe, Ann C., et al.. (1975). Intellectual Development and Elementary Science: Some Implications from Piagetian Research.. Science and Children.1 indexed citations
18.
Howe, Ann C.. (1974). Formal Operational Thought and the High School Science Curriculum..2 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.