Beth A. Wassell

534 total citations
24 papers, 351 citations indexed

About

Beth A. Wassell is a scholar working on Education, Linguistics and Language and Sociology and Political Science. According to data from OpenAlex, Beth A. Wassell has authored 24 papers receiving a total of 351 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 5 papers in Linguistics and Language and 3 papers in Sociology and Political Science. Recurrent topics in Beth A. Wassell's work include Teacher Education and Leadership Studies (9 papers), Parental Involvement in Education (6 papers) and Collaborative Teaching and Inclusion (5 papers). Beth A. Wassell is often cited by papers focused on Teacher Education and Leadership Studies (9 papers), Parental Involvement in Education (6 papers) and Collaborative Teaching and Inclusion (5 papers). Beth A. Wassell collaborates with scholars based in United States, Spain and Canada. Beth A. Wassell's co-authors include Kathryn Scantlebury, Pamela M. Wesely, María Fernández Hawrylak, Monica Reid Kerrigan, Sonya N. Martin, Xiufang Chen and Susan Browne and has published in prestigious journals such as SHILAP Revista de lepidopterología, Modern Language Journal and Teaching and Teacher Education.

In The Last Decade

Beth A. Wassell

23 papers receiving 313 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Beth A. Wassell United States 12 279 65 64 56 53 24 351
Katherine Richardson Bruna United States 10 207 0.7× 68 1.0× 82 1.3× 66 1.2× 69 1.3× 29 307
Rebecca Woodard United States 12 194 0.7× 101 1.6× 116 1.8× 48 0.9× 48 0.9× 41 309
Linda Hogg New Zealand 8 238 0.9× 95 1.5× 32 0.5× 39 0.7× 26 0.5× 12 315
Diane W. Kyle United States 13 348 1.2× 58 0.9× 54 0.8× 37 0.7× 86 1.6× 40 441
Lisa Scherff United States 11 385 1.4× 87 1.3× 98 1.5× 30 0.5× 60 1.1× 35 467
Amy Vetter United States 11 215 0.8× 105 1.6× 91 1.4× 53 0.9× 35 0.7× 38 327
Mariana Pacheco United States 11 214 0.8× 98 1.5× 105 1.6× 137 2.4× 44 0.8× 17 345
Mona Nabhani Lebanon 11 177 0.6× 41 0.6× 42 0.7× 26 0.5× 60 1.1× 26 316
Laura C. Chávez-Moreno United States 9 284 1.0× 162 2.5× 57 0.9× 91 1.6× 25 0.5× 14 375
Margaret A. Gallego United States 9 221 0.8× 49 0.8× 25 0.4× 16 0.3× 64 1.2× 27 278

Countries citing papers authored by Beth A. Wassell

Since Specialization
Citations

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

Fields of papers citing papers by Beth A. Wassell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Beth A. Wassell. 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 Beth A. Wassell. The network helps show where Beth A. Wassell may publish in the future.

Co-authorship network of co-authors of Beth A. Wassell

This figure shows the co-authorship network connecting the top 25 collaborators of Beth A. Wassell. A scholar is included among the top collaborators of Beth A. Wassell 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 Beth A. Wassell. Beth A. Wassell 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.
2.
Wassell, Beth A. & María Fernández Hawrylak. (2021). Responding to immigrant students and families: Supportive structures within a learning community school in Spain. International Journal of Educational Research. 109. 101831–101831. 2 indexed citations
3.
Wassell, Beth A., et al.. (2021). Families, Resources, and Community: Illuminating the Structures of Culturally Relevant Education in an Urban Early Childhood Center. Education and Urban Society. 54(5). 538–559. 3 indexed citations
4.
Wassell, Beth A., et al.. (2019). Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education. Journal of Curriculum and Pedagogy. 16(3). 263–284. 17 indexed citations
5.
Wassell, Beth A., et al.. (2018). Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.. Rowan Digitals Works (Rowan University). 2018. 18. 6 indexed citations
6.
Wassell, Beth A., Monica Reid Kerrigan, & María Fernández Hawrylak. (2017). Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation. Teaching and Teacher Education. 69. 223–233. 13 indexed citations
7.
Wesely, Pamela M., et al.. (2016). Equity, Access, and Social Justice: From Pain to Possibility. Modern Language Journal. 100(2). 564–568. 11 indexed citations
8.
Wassell, Beth A., et al.. (2016). Supporting language learners in science classrooms: insights from middle-school English language learner students. Language and Education. 30(5). 438–458. 17 indexed citations
9.
Wassell, Beth A., María Fernández Hawrylak, & Kathryn Scantlebury. (2015). Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms. Urban Education. 52(10). 1233–1254. 18 indexed citations
10.
Wesely, Pamela M., et al.. (2014). Words and Actions: Teaching Languages through the Lens of Social Justice.. 50 indexed citations
11.
Wassell, Beth A., Sonya N. Martin, & Kathryn Scantlebury. (2013). Using Cogenerative Dialogues to Foster Community and Support English Language Learner Students' Learning. TESOL Journal. 4(4). 759–771. 10 indexed citations
12.
Martin, Sonya N., Beth A. Wassell, & Kathryn Scantlebury. (2012). Examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. 1 indexed citations
13.
Wassell, Beth A., et al.. (2008). Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs Into Multicultural Education. The Journal of Technology and Teacher Education. 16(2). 211–232. 24 indexed citations
14.
Wassell, Beth A., et al.. (2008). Tough transitions? Mediating beginning urban teachers’ practices through coteaching. Cultural Studies of Science Education. 4(2). 409–432. 22 indexed citations
15.
Wassell, Beth A., et al.. (2008). Becoming Research Collaborators in Urban Classrooms: Ethical Considerations, Contradictions and New Understandings. Forum qualitative Sozialforschung. 6(1). 1 indexed citations
16.
Wassell, Beth A., et al.. (2008). Revisiting the dialogue on the transition from coteaching to inservice teaching: new frameworks, additional benefits and emergent issues. Cultural Studies of Science Education. 4(2). 477–484. 11 indexed citations
17.
Wassell, Beth A., et al.. (2007). Becoming an Urban Physics and Math Teacher: Infinite Potential. DIAL (Catholic University of Leuven). 3 indexed citations
18.
Wassell, Beth A., et al.. (2007). Becoming an Urban Physics and Math Teacher. 5 indexed citations
19.
Wassell, Beth A.. (2006). The Type of Teacher I Don't Want to Be: Constructing Teacher Identity through Converse Descriptions and Student Voice.. Teacher education & practice. 19(2). 149–163. 5 indexed citations
20.
Wassell, Beth A.. (2004). On becoming an urban teacher: Exploring agency through the journey from student to first -year practitioner. Scholarly Commons (University of Pennsylvania). 1–224. 5 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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