Ben Dalton

1.2k total citations
31 papers, 732 citations indexed

About

Ben Dalton is a scholar working on Education, General Agricultural and Biological Sciences and Experimental and Cognitive Psychology. According to data from OpenAlex, Ben Dalton has authored 31 papers receiving a total of 732 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 11 papers in General Agricultural and Biological Sciences and 3 papers in Experimental and Cognitive Psychology. Recurrent topics in Ben Dalton's work include Education Systems and Policy (12 papers), Diverse Educational Innovations Studies (11 papers) and School Choice and Performance (8 papers). Ben Dalton is often cited by papers focused on Education Systems and Policy (12 papers), Diverse Educational Innovations Studies (11 papers) and School Choice and Performance (8 papers). Ben Dalton collaborates with scholars based in United States and United Kingdom. Ben Dalton's co-authors include Claudia Buchmann, Robert Bozick, Steven J. Ingels, Elizabeth Glennie, Jeffrey Rosen, Jean Lennon, Laura LoGerfo, Franz Fuerst, Jennifer Sable and Huili Liu and has published in prestigious journals such as Educational Researcher, Sociology of Education and Educational Evaluation and Policy Analysis.

In The Last Decade

Ben Dalton

29 papers receiving 637 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ben Dalton United States 12 450 247 115 87 83 31 732
Joanna Sikora Australia 14 506 1.1× 265 1.1× 174 1.5× 152 1.7× 62 0.7× 36 885
Brian P. An United States 15 555 1.2× 172 0.7× 88 0.8× 33 0.4× 95 1.1× 33 744
Dylan Conger United States 16 733 1.6× 297 1.2× 199 1.7× 67 0.8× 59 0.7× 43 1.0k
Rebecca Allen United Kingdom 14 443 1.0× 176 0.7× 39 0.3× 49 0.6× 87 1.0× 44 739
Catherine Horn United States 13 487 1.1× 145 0.6× 57 0.5× 29 0.3× 66 0.8× 54 624
Anna J. Egalite United States 12 729 1.6× 273 1.1× 95 0.8× 28 0.3× 60 0.7× 36 887
Gillian Hampden‐Thompson United Kingdom 16 716 1.6× 315 1.3× 171 1.5× 82 0.9× 84 1.0× 56 1.1k
Christopher Redding United States 15 924 2.1× 246 1.0× 143 1.2× 118 1.4× 129 1.6× 43 1.2k
Marcus A. Winters United States 19 1.2k 2.6× 305 1.2× 160 1.4× 37 0.4× 48 0.6× 82 1.3k
Elena Makarova Switzerland 15 469 1.0× 269 1.1× 185 1.6× 124 1.4× 163 2.0× 52 904

Countries citing papers authored by Ben Dalton

Since Specialization
Citations

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

Fields of papers citing papers by Ben Dalton

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ben Dalton

This figure shows the co-authorship network connecting the top 25 collaborators of Ben Dalton. A scholar is included among the top collaborators of Ben Dalton 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 Ben Dalton. Ben Dalton 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.
Dalton, Ben, et al.. (2021). Do High School Industry Certifications Reflect Local Labor Market Demand? An Examination of Florida. 46(2). 3–22. 1 indexed citations
2.
Glennie, Elizabeth, et al.. (2019). Preparing students for STEM college and careers: The influence of redesigned high schools in North Carolina. ˜The œHigh School journal. 102(3). 228–257. 2 indexed citations
3.
Dalton, Ben, et al.. (2019). U.S. PIRLS and ePIRLS 2016 technical report and user's guide. 2 indexed citations
4.
Liu, Huili, et al.. (2017). Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017.. National Center for Education Statistics. 4 indexed citations
5.
Dalton, Ben, et al.. (2015). High School Longitudinal Study of 2009 (HSLS:09). 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013. NCES 2015-037.. National Center for Education Statistics. 11 indexed citations
6.
Ingels, Steven J. & Ben Dalton. (2013). High School Longitudinal Study of 2009 (HSLS:09) First Follow-Up: A First Look at Fall 2009 Ninth-Graders in 2012. NCES 2014-360.. National Center for Education Statistics. 12 indexed citations
7.
Dalton, Ben, et al.. (2013). From Track to Field: Trends in Career and Technical Education across Three Decades.. 3 indexed citations
8.
Dalton, Ben, et al.. (2013). Student Math Achievement and Out-of-Field Teaching. Educational Researcher. 42(7). 403–405. 10 indexed citations
9.
Dalton, Ben. (2012). Grade Level and Science Achievement: US Performance in Cross-National Perspective. Comparative Education Review. 56(1). 125–154. 7 indexed citations
10.
Ingels, Steven J., et al.. (2011). The High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. NCES 2011-327.. National Center for Education Statistics. 7 indexed citations
11.
Rosen, Jeffrey, Elizabeth Glennie, Ben Dalton, Jean Lennon, & Robert Bozick. (2010). Noncognitive Skills in the Classroom. Cell Proliferation. 33(2). 63–73. 3 indexed citations
12.
Rosen, Jeffrey, Elizabeth Glennie, Ben Dalton, Jean Lennon, & Robert Bozick. (2010). Noncognitive Skills in the Classroom: New Perspectives on Educational Research. UNC Libraries. 71 indexed citations
13.
Dalton, Ben, Elizabeth Glennie, & Steven J. Ingels. (2009). Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts. Descriptive Analysis Report. NCES 2009-307.. National Center for Education Statistics. 17 indexed citations
14.
Ingels, Steven J., Ben Dalton, & Laura LoGerfo. (2008). Trends among High School Seniors, 1972-2004. NCES 2008-320.. National Center for Education Statistics. 47(3). 254–8. 21 indexed citations
15.
Dalton, Ben, et al.. (2007). Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 through 4. Stats in Brief. NCES 2007-305.. National Center for Education Statistics. 7 indexed citations
16.
Dalton, Ben, et al.. (2007). Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004. Statistical Analysis Report. NCES 2007-312.. National Center for Education Statistics. 29 indexed citations
17.
Dalton, Ben, et al.. (2007). Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4 Stats in Brief.
18.
Dalton, Ben, et al.. (2006). Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2003-04. Statistical Analysis Report. NCES 2006-329.. National Center for Education Statistics. 7 indexed citations
19.
Dalton, Ben. (2004). Creativity, Habit, and the Social Products of Creative Action: Revising Joas, Incorporating Bourdieu. Sociological Theory. 22(4). 603–622. 84 indexed citations
20.
Buchmann, Claudia & Ben Dalton. (2002). Interpersonal Influences and Educational Aspirations in 12 Countries: The Importance of Institutional Context. Sociology of Education. 75(2). 99–99. 289 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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