This map shows the geographic impact of Beth Hurst'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 Hurst with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Beth Hurst more than expected).
This network shows the impact of papers produced by Beth Hurst. 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 Hurst. The network helps show where Beth Hurst may publish in the future.
Co-authorship network of co-authors of Beth Hurst
This figure shows the co-authorship network connecting the top 25 collaborators of Beth Hurst.
A scholar is included among the top collaborators of Beth Hurst 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 Hurst. Beth Hurst 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.
Hurst, Beth, et al.. (2019). Accreditation in Education: One Institution's Examination of Faculty Perceptions.. BearWorks (Missouri State University). 10(1). 17–28.14 indexed citations
Hurst, Beth, et al.. (2013). "Teach Reading? but I'm Not a Reading Teacher!".. BearWorks (Missouri State University). 4(3). 225–234.4 indexed citations
8.
Hurst, Beth, et al.. (2013). The Impact of Social Interaction on Student Learning.. BearWorks (Missouri State University). 52(4). 375–398.114 indexed citations
9.
Hurst, Beth, et al.. (2011). Peer Debriefing: Teachers' Reflective Practices for Professional Growth.. 2(2). 74–83.17 indexed citations
Hurst, Beth, et al.. (2009). Why Do Teachers Ask Questions?: Analyzing Responses from 1967, 1987, and 2007. BearWorks (Missouri State University).1 indexed citations
12.
Hurst, Beth, et al.. (2007). Writing for Comprehension.. ScholarWorks - WMU (Western Michigan University). 48(1). 41–56.15 indexed citations
13.
Hurst, Beth. (2005). My Journey With Learning Logs. Journal of Adolescent & Adult Literacy. 49(1). 42–46.10 indexed citations
14.
Hurst, Beth, et al.. (2004). Literacy mystery boxes. The Reading Teacher.
15.
Hurst, Beth, et al.. (2003). Paraphrasing for Comprehension.. The Reading Teacher. 57(2).8 indexed citations
16.
Hurst, Beth. (2001). ABCs of Content Area Lesson Planning: Attention, Basics, and Comprehension.. Journal of Adolescent & Adult Literacy. 44(8).4 indexed citations
17.
Hurst, Beth, et al.. (1999). If You Can Write a Lesson Plan, You Can Write an Article.. The Reading Teacher. 53(1). 22–23.1 indexed citations
18.
Hurst, Beth. (1999). Process of Change in Reading Instruction: A Model of Transition.. ScholarWorks - WMU (Western Michigan University). 39(4). 1.4 indexed citations
19.
Dean, Christopher, et al.. (1999). Professionalism in Teaching.14 indexed citations
20.
Hurst, Beth, et al.. (1998). Professional Teaching Portfolios: Tools for Reflection, Growth, and Advancement.. Phi Delta Kappan. 79(8). 578.23 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.