Avner Segall

1.4k total citations
36 papers, 764 citations indexed

About

Avner Segall is a scholar working on Sociology and Political Science, Education and Literature and Literary Theory. According to data from OpenAlex, Avner Segall has authored 36 papers receiving a total of 764 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Sociology and Political Science, 21 papers in Education and 6 papers in Literature and Literary Theory. Recurrent topics in Avner Segall's work include Educator Training and Historical Pedagogy (23 papers), Global Education and Multiculturalism (9 papers) and Teacher Education and Leadership Studies (6 papers). Avner Segall is often cited by papers focused on Educator Training and Historical Pedagogy (23 papers), Global Education and Multiculturalism (9 papers) and Teacher Education and Leadership Studies (6 papers). Avner Segall collaborates with scholars based in United States, Russia and Canada. Avner Segall's co-authors include H. James Garrett, Kevin J. Burke, Margaret Smith Crocco, Rebecca Jacobsen, William Gaudelli, Elizabeth E. Heilman, Cleo H. Cherryholmes and Sandra J. Schmidt and has published in prestigious journals such as Teaching and Teacher Education, Teachers College Record The Voice of Scholarship in Education and Journal of Teacher Education.

In The Last Decade

Avner Segall

33 papers receiving 646 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Avner Segall United States	16	582	479	52	51	49	36	764
Margaret Smith Crocco United States	16	652 1.1×	526 1.1×	49 0.9×	67 1.3×	38 0.8×	62	892
Wayne Journell United States	22	721 1.2×	769 1.6×	81 1.6×	51 1.0×	64 1.3×	72	984
Alan S. Marcus United States	15	485 0.8×	358 0.7×	64 1.2×	69 1.4×	123 2.5×	34	767
Susan Adler United States	9	546 0.9×	330 0.7×	27 0.5×	24 0.5×	46 0.9×	28	676
S. G. Grant United States	15	790 1.4×	730 1.5×	53 1.0×	18 0.4×	123 2.5×	47	992
Jeremy Stoddard United States	15	369 0.6×	489 1.0×	89 1.7×	54 1.1×	120 2.4×	54	691
E. Wayne Ross United States	13	463 0.8×	329 0.7×	22 0.4×	26 0.5×	29 0.6×	74	610
Etta R. Hollins United States	16	942 1.6×	312 0.7×	61 1.2×	52 1.0×	13 0.3×	31	1.1k
Paul G. Fitchett United States	19	773 1.3×	599 1.3×	28 0.5×	146 2.9×	128 2.6×	64	1.1k
Jesse Goodman United States	18	1.0k 1.7×	378 0.8×	59 1.1×	59 1.2×	30 0.6×	43	1.2k

Countries citing papers authored by Avner Segall

Since Specialization

Citations

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

Fields of papers citing papers by Avner Segall

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Avner Segall. 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 Avner Segall. The network helps show where Avner Segall may publish in the future.

Co-authorship network of co-authors of Avner Segall

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

All Works

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20 of 20 papers shown

Segall, Avner. (2020). Teacher Learning and the Difficulties of Moving Civic Education Forward. A Response to “Beyond the Invisible Barriers of the Classroom: iEngage and Civic Praxis”. Democracy education. 28(2). 7. 1 indexed citations

Segall, Avner, et al.. (2018). Lessons Learned about the Challenges of Classroom Deliberations.. Social Education. 82(6). 336. 6 indexed citations

Crocco, Margaret Smith, et al.. (2018). Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations. Democracy education. 26(1). 3. 12 indexed citations

Crocco, Margaret Smith, et al.. (2017). Teaching with evidence. Phi Delta Kappan. 98(7). 67–71. 17 indexed citations

Burke, Kevin J. & Avner Segall. (2016). Christian Privilege in U.S. Education: Legacies and Current Issues. 9 indexed citations

Burke, Kevin J. & Avner Segall. (2015). Teaching as Jesus Making: The Hidden Curriculum of Christ in Schooling. Teachers College Record The Voice of Scholarship in Education. 117(3). 1–27. 14 indexed citations

Segall, Avner. (2013). Revitalizing Critical Discourses in Social Education: Opportunities for a More Complexified (Un)Knowing. Theory & Research in Social Education. 41(4). 476–493. 23 indexed citations

Segall, Avner, et al.. (2013). White teachers talking race. Teaching Education. 24(3). 265–291. 46 indexed citations

Garrett, H. James & Avner Segall. (2013). (Re)Considerations of Ignorance and Resistance in Teacher Education. Journal of Teacher Education. 64(4). 294–304. 71 indexed citations

10.

Segall, Avner & Kevin J. Burke. (2013). Reading the Bible as a Pedagogical Text: Testing, Testament, and Some Postmodern Considerations About Religion/the Bible in Contemporary Education. Curriculum Inquiry. 43(3). 305–331. 7 indexed citations

11.

Burke, Kevin J. & Avner Segall. (2011). Christianity and its legacy in education. Journal of Curriculum Studies. 43(5). 631–658. 20 indexed citations

12.

Segall, Avner. (2009). What is the connection between curriculum and instruction. 225–234. 2 indexed citations

13.

Segall, Avner & William Gaudelli. (2007). Reflecting Socially on Social Issues in a Social Studies Methods Course. Teaching Education. 18(1). 77–92. 28 indexed citations

14.

Segall, Avner, Elizabeth E. Heilman, & Cleo H. Cherryholmes. (2006). Social studies--the next generation : re-searching in the postmodern. Peter Lang eBooks. 38 indexed citations

15.

Segall, Avner & Sandra J. Schmidt. (2006). Reading the Newspaper as a Social Text. The Social Studies. 97(3). 91–99. 6 indexed citations

16.

Segall, Avner. (2006). Book Review: After (Teacher) Education. Journal of Teacher Education. 57(2). 181–187.

17.

Segall, Avner. (2004). Blurring the Lines between Content and Pedagogy.. Social Education. 68(7). 479. 10 indexed citations

18.

Segall, Avner. (2001). Re-thinking Theory and Practice in the Preservice Teacher Education Classroom: Teaching to learn from learning to teach. Teaching Education. 12(2). 225–242. 20 indexed citations

19.

Segall, Avner. (1999). Critical History: Implications for History/Social Studies Education. Theory & Research in Social Education. 27(3). 358–374. 37 indexed citations

20.

Segall, Avner. (1996). Reading Childhood: Children, Childwork, and Media Education. The Review of Education Pedagogy & Cultural Studies. 18(4). 357–383. 1 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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