This map shows the geographic impact of Anne Foegen'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 Anne Foegen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anne Foegen more than expected).
This network shows the impact of papers produced by Anne Foegen. 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 Anne Foegen. The network helps show where Anne Foegen may publish in the future.
Co-authorship network of co-authors of Anne Foegen
This figure shows the co-authorship network connecting the top 25 collaborators of Anne Foegen.
A scholar is included among the top collaborators of Anne Foegen 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 Anne Foegen. Anne Foegen is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Foegen, Anne, et al.. (2016). Early Numeracy Indicators. Remedial and Special Education. 37(3). 159–171.11 indexed citations
3.
Star, Jon R., et al.. (2015). Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2015-4010..1 indexed citations
4.
Gersten, Russell, Sybilla Beckmann, Benjamin Clarke, et al.. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools.. Digital Access to Scholarship at Harvard (DASH) (Harvard University).138 indexed citations
5.
Gersten, Russell, Sybilla Beckmann, Benjamin Clarke, et al.. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060..211 indexed citations
Foegen, Anne, et al.. (2007). Effects of Teachers' Access to Student Data on Algebra Progress. Iowa State University Digital Repository (Iowa State University).2 indexed citations
11.
Foegen, Anne, et al.. (2007). Classroom Observation Data for District B: Anecdotal Observation Results. Iowa State University Digital Repository (Iowa State University).
Foegen, Anne, et al.. (2006). Reliability, Criterion Validity and Sensitivity to Growth: Extending Work on Two Algebra Progress Monitoring Measures. Iowa State University Digital Repository (Iowa State University).5 indexed citations
14.
Foegen, Anne, et al.. (2005). Reliability and Criterion Validity of Four Revised Algebra Measures in Districts B and C. Iowa State University Digital Repository (Iowa State University).5 indexed citations
15.
Foegen, Anne, et al.. (2005). Reliability and Criterion Validity of Five Algebra Measures in Districts B and C. Iowa State University Digital Repository (Iowa State University).3 indexed citations
16.
Foegen, Anne, et al.. (2002). Constructive Conflict Resolution for Students with Behavioral Disorders.. Behavioral Disorders. 27(3). 289.3 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.