Anne Hogaboam‐Gray

1.0k total citations
19 papers, 705 citations indexed

About

Anne Hogaboam‐Gray is a scholar working on Education, Developmental and Educational Psychology and Gender Studies. According to data from OpenAlex, Anne Hogaboam‐Gray has authored 19 papers receiving a total of 705 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Developmental and Educational Psychology and 3 papers in Gender Studies. Recurrent topics in Anne Hogaboam‐Gray's work include Teacher Education and Leadership Studies (8 papers), Innovative Teaching and Learning Methods (4 papers) and Mathematics Education and Teaching Techniques (4 papers). Anne Hogaboam‐Gray is often cited by papers focused on Teacher Education and Leadership Studies (8 papers), Innovative Teaching and Learning Methods (4 papers) and Mathematics Education and Teaching Techniques (4 papers). Anne Hogaboam‐Gray collaborates with scholars based in Canada. Anne Hogaboam‐Gray's co-authors include John A. Ross, Carol Rolheiser, Lynne M. Hannay, Douglas McDougall, Peter J. Gray and Ann LeSage and has published in prestigious journals such as Teaching and Teacher Education, International Journal of Science Education and Journal for Research in Mathematics Education.

In The Last Decade

Anne Hogaboam‐Gray

19 papers receiving 545 citations

Peers

Anne Hogaboam‐Gray
Gladis Kersaint United States
Basmat Parsad United States
Renée T. Clift United States
Martha Stone Wiske United States
Alyse C. Hachey United States
Lynda R. Wiest United States
Franziska Vogt Switzerland
Laura McCullough United States
Trude Nilsen Norway
Hussein M. Yaghi Lebanon
Gladis Kersaint United States
Anne Hogaboam‐Gray
Citations per year, relative to Anne Hogaboam‐Gray Anne Hogaboam‐Gray (= 1×) peers Gladis Kersaint

Countries citing papers authored by Anne Hogaboam‐Gray

Since Specialization
Citations

This map shows the geographic impact of Anne Hogaboam‐Gray'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 Hogaboam‐Gray with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anne Hogaboam‐Gray more than expected).

Fields of papers citing papers by Anne Hogaboam‐Gray

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anne Hogaboam‐Gray. 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 Hogaboam‐Gray. The network helps show where Anne Hogaboam‐Gray may publish in the future.

Co-authorship network of co-authors of Anne Hogaboam‐Gray

This figure shows the co-authorship network connecting the top 25 collaborators of Anne Hogaboam‐Gray. A scholar is included among the top collaborators of Anne Hogaboam‐Gray 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 Hogaboam‐Gray. Anne Hogaboam‐Gray is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Ross, John A., Douglas McDougall, & Anne Hogaboam‐Gray. (2009). Research on Reform in Mathematics Education, 1993-2000. Alberta Journal of Educational Research. 48(2). 122–138. 24 indexed citations
2.
Ross, John A., et al.. (2006). The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics. Journal of Mathematics Teacher Education. 9(6). 1–27. 24 indexed citations
3.
Ross, John A., Anne Hogaboam‐Gray, & Peter J. Gray. (2004). Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy. Leadership and Policy in Schools. 3(3). 163–188. 62 indexed citations
4.
Ross, John A., Douglas McDougall, Anne Hogaboam‐Gray, & Ann LeSage. (2003). A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching. Journal for Research in Mathematics Education. 34(4). 344–344. 98 indexed citations
5.
Ross, John A., Anne Hogaboam‐Gray, & Peter J. Gray. (2003). The Contribution of Prior Student Achievement and School Processes to Collective Teacher Efficacy in Elementary Schools.. 17 indexed citations
6.
Ross, John A., Douglas McDougall, & Anne Hogaboam‐Gray. (2002). Research on Reform in Mathematics Education, 1993-2000. Alberta Journal of Educational Research. 48(2). 16 indexed citations
7.
Ross, John A., Carol Rolheiser, & Anne Hogaboam‐Gray. (2002). Influences on Student Cognitions About Evaluation. Assessment in Education Principles Policy and Practice. 9(1). 81–95. 16 indexed citations
8.
Ross, John A., et al.. (2002). The Contribution of Technology to the Implementation of Mathematics Education Reform: Case Studies of Grade 1–3 Teaching. Journal of Educational Computing Research. 26(1). 87–104. 9 indexed citations
9.
Ross, John A., Anne Hogaboam‐Gray, & Carol Rolheiser. (2002). Student Self-Evaluation in Grade 5-6 Mathematics Effects on Problem- Solving Achievement. Educational Assessment. 8(1). 43–58. 64 indexed citations
10.
Ross, John A., Anne Hogaboam‐Gray, & Lynne M. Hannay. (2001). Effects of Teacher Efficacy on Computer Skills and Computer Cognitions of Canadian Students in Grades K-3. The Elementary School Journal. 102(2). 141–156. 106 indexed citations
11.
Ross, John A., Anne Hogaboam‐Gray, & Lynne M. Hannay. (2001). Collateral Benefits of an Interactive Literacy Program for Grade 1 and 2 Students. Journal of Research on Computing in Education. 33(3). 219–234. 15 indexed citations
12.
Ross, John A., Anne Hogaboam‐Gray, & Lynne M. Hannay. (1999). Predictors of Teachers' Confidence in Their Ability to Implement Computer-Based Instruction. Journal of Educational Computing Research. 21(1). 75–97. 41 indexed citations
13.
Rolheiser, Carol, John A. Ross, & Anne Hogaboam‐Gray. (1999). Assessment in the Cooperative Classroom: Using an Action Research Enhanced Version of the Train the Trainer In-service Model To Impact Teacher Attitudes and Practices.. 4 indexed citations
14.
Ross, John A., Carol Rolheiser, & Anne Hogaboam‐Gray. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing. 6(1). 107–132. 72 indexed citations
15.
Ross, John A., Carol Rolheiser, & Anne Hogaboam‐Gray. (1999). Effects of Collaborative Action Research on the Knowledge of Five Canadian Teacher-Researchers. The Elementary School Journal. 99(3). 255–274. 29 indexed citations
16.
Ross, John A., Carol Rolheiser, & Anne Hogaboam‐Gray. (1998). Student Evaluation in Co‐operative Learning: teacher cognitions. Teachers and Teaching. 4(2). 299–316. 18 indexed citations
17.
Ross, John A. & Anne Hogaboam‐Gray. (1998). Integrating mathematics, science, and technology: effects on students. International Journal of Science Education. 20(9). 1119–1135. 34 indexed citations
18.
Ross, John A., Carol Rolheiser, & Anne Hogaboam‐Gray. (1998). Skills training versus action research in-service. Teaching and Teacher Education. 14(5). 463–477. 30 indexed citations
19.
Ross, John A., et al.. (1997). Fluctuations in Teacher Efficacy during Implementation of Destreaming. Canadian Journal of Education / Revue canadienne de l éducation. 22(3). 283–283. 26 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.

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