Bethany Smith

409 total citations
7 papers, 245 citations indexed

About

Bethany Smith is a scholar working on Sociology and Political Science, Education and Communication. According to data from OpenAlex, Bethany Smith has authored 7 papers receiving a total of 245 indexed citations (citations by other indexed papers that have themselves been cited), including 5 papers in Sociology and Political Science, 3 papers in Education and 2 papers in Communication. Recurrent topics in Bethany Smith's work include Impact of Technology on Adolescents (5 papers), Teacher Education and Leadership Studies (2 papers) and Competency Development and Evaluation (1 paper). Bethany Smith is often cited by papers focused on Impact of Technology on Adolescents (5 papers), Teacher Education and Leadership Studies (2 papers) and Competency Development and Evaluation (1 paper). Bethany Smith collaborates with scholars based in United States and United Kingdom. Bethany Smith's co-authors include Lori Holcomb, Kevin P. Brady and Kate Wilkinson and has published in prestigious journals such as Innovations in Education and Teaching International, Professional Development in Education and Society for Information Technology & Teacher Education International Conference.

In The Last Decade

Bethany Smith

5 papers receiving 209 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Bethany Smith United States	4	157	135	54	51	47	7	245
Denise P. Domizi United States	6	176 1.1×	109 0.8×	59 1.1×	96 1.9×	78 1.7×	6	307
Tanya Joosten United States	5	172 1.1×	74 0.5×	65 1.2×	25 0.5×	37 0.8×	7	256
George Lorenzo United States	6	207 1.3×	57 0.4×	68 1.3×	49 1.0×	43 0.9×	13	297
Karen Fitzgibbon United Kingdom	5	208 1.3×	92 0.7×	26 0.5×	39 0.8×	39 0.8×	7	280
Damien M. Sánchez United States	5	100 0.6×	98 0.7×	46 0.9×	79 1.5×	54 1.1×	8	244
Adam Friedman United States	11	209 1.3×	192 1.4×	50 0.9×	36 0.7×	19 0.4×	31	320
Tannis Morgan Canada	8	155 1.0×	68 0.5×	111 2.1×	36 0.7×	74 1.6×	17	273
Alison Hudson United Kingdom	7	207 1.3×	44 0.3×	46 0.9×	44 0.9×	38 0.8×	15	274
José Luis Rodríguez Illera Spain	9	211 1.3×	39 0.3×	103 1.9×	52 1.0×	77 1.6×	58	325
Anastasia Gouseti United Kingdom	8	129 0.8×	56 0.4×	71 1.3×	33 0.6×	41 0.9×	15	230

Countries citing papers authored by Bethany Smith

Since Specialization

Citations

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

Fields of papers citing papers by Bethany Smith

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Bethany Smith

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

All Works

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7 of 7 papers shown

1.

Wilkinson, Kate, et al.. (2025). The successes, challenges and considerations for the enhancement of a university teaching development scheme. Innovations in Education and Teaching International. 63(2). 696–710.

2.

Smith, Bethany, et al.. (2024). What makes professional teacher development in universities effective? Lessons from an international systematised review. Professional Development in Education. 1–23. 6 indexed citations

3.

Holcomb, Lori, Kevin P. Brady, & Bethany Smith. (2010). Ning in Education: Can non-commercial, education-based social networking sites really address the privacy and safety concerns of educators?. Society for Information Technology & Teacher Education International Conference. 2010(1). 528–531. 4 indexed citations

4.

Brady, Kevin P., Lori Holcomb, & Bethany Smith. (2010). The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case Study of the E-Learning Benefits of Ning in Education. 9(2). 151–170. 224 indexed citations

5.

Holcomb, Lori, et al.. (2010). The Emergence of "Educational Networking": Can Non-commercial, Education-based Social Networking Sites Really Address the Privacy and Safety Concerns of Educators?. 7 indexed citations

6.

Smith, Bethany & Lori Holcomb. (2009). The “Walled Garden” approach to Social Networking: Utilizing Ning in distance education.. Society for Information Technology & Teacher Education International Conference. 2009(1). 2970–2973. 3 indexed citations

7.

Holcomb, Lori, Kevin P. Brady, & Bethany Smith. (2009). Using social networking tools in educational settings: Student attitudes and perceptions of NING. Society for Information Technology & Teacher Education International Conference. 2009(1). 2551–2553. 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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