Brahm Fleisch

1.2k total citations
50 papers, 656 citations indexed

About

Brahm Fleisch is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Brahm Fleisch has authored 50 papers receiving a total of 656 indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Education, 11 papers in Safety Research and 8 papers in Developmental and Educational Psychology. Recurrent topics in Brahm Fleisch's work include Education Systems and Policy (16 papers), School Choice and Performance (14 papers) and Poverty, Education, and Child Welfare (11 papers). Brahm Fleisch is often cited by papers focused on Education Systems and Policy (16 papers), School Choice and Performance (14 papers) and Poverty, Education, and Child Welfare (11 papers). Brahm Fleisch collaborates with scholars based in South Africa, United States and Australia. Brahm Fleisch's co-authors include Stephen Taylor, Jacobus Cilliers, Janeli Kotzé, Helen Perry, Pam Christie, Nick Taylor, Shane A. Norris, Linda Richter, Jane Knitzer and Seraphim Alvanides and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Development Economics and The Journal of Human Resources.

In The Last Decade

Brahm Fleisch

47 papers receiving 562 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Brahm Fleisch South Africa 16 459 121 92 90 84 50 656
Catherine H. Augustine United States 13 459 1.0× 76 0.6× 74 0.8× 98 1.1× 54 0.6× 63 587
Marisa Castellano United States 15 650 1.4× 104 0.9× 109 1.2× 88 1.0× 17 0.2× 27 829
Sherman Dorn United States 13 564 1.2× 167 1.4× 60 0.7× 193 2.1× 68 0.8× 44 732
John Coldron United Kingdom 11 776 1.7× 33 0.3× 75 0.8× 199 2.2× 95 1.1× 29 910
Trey Miller United States 14 599 1.3× 61 0.5× 72 0.8× 107 1.2× 40 0.5× 62 841
Marcus A. Winters United States 19 1.2k 2.5× 160 1.3× 58 0.6× 305 3.4× 76 0.9× 82 1.3k
Kevin G. Welner United States 16 776 1.7× 78 0.6× 43 0.5× 317 3.5× 78 0.9× 69 931
Xavier Dumay Belgium 17 778 1.7× 76 0.6× 63 0.7× 255 2.8× 116 1.4× 78 1.0k
Anna J. Egalite United States 12 729 1.6× 95 0.8× 63 0.7× 273 3.0× 42 0.5× 36 887
Christopher P. Brown United States 17 893 1.9× 30 0.2× 106 1.2× 194 2.2× 61 0.7× 83 1.0k

Countries citing papers authored by Brahm Fleisch

Since Specialization
Citations

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

Fields of papers citing papers by Brahm Fleisch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Brahm Fleisch

This figure shows the co-authorship network connecting the top 25 collaborators of Brahm Fleisch. A scholar is included among the top collaborators of Brahm Fleisch 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 Brahm Fleisch. Brahm Fleisch 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.
Stern, Jonathan, et al.. (2024). Persistence and Emergence of Literacy Skills: Long-Term Impacts of an Effective Early Grade Reading Intervention in South Africa. Journal of Research on Educational Effectiveness. 19(1). 1–22. 2 indexed citations
2.
3.
Cilliers, Jacobus, et al.. (2022). Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning. Journal of Development Economics. 155. 102815–102815. 25 indexed citations
4.
Cilliers, Jacobus, et al.. (2022). The Challenge of Sustaining Effective Teaching: Spillovers, Fade-out, and the Cost-effectiveness of Teacher Development Programs. Economics of Education Review. 87. 102215–102215. 10 indexed citations
5.
Fleisch, Brahm & Kerryn Dixon. (2019). Identifying mechanisms of change in the Early Grade Reading Study in South Africa. South African Journal of Education. 39(.). 1–12. 6 indexed citations
6.
Kotzé, Janeli, Brahm Fleisch, & Stephen Taylor. (2018). Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa. International Journal of Educational Development. 66. 203–213. 28 indexed citations
7.
8.
Fleisch, Brahm, et al.. (2017). The value of large-scale randomised control trials in system-wide improvement: The case of the Reading Catch-Up Programme. South African Journal of Education. 37(1). 1–13. 3 indexed citations
9.
Fleisch, Brahm, et al.. (2015). When signals are lost in aggregation: a comparison of language marks and competencies of first-year university students. South African Journal of Higher Education. 29(5). 156–178. 9 indexed citations
10.
Fleisch, Brahm, et al.. (2014). Large-scale instructional reform in the Global South: insights from the mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy. South African Journal of Education. 34(3). 1–12. 19 indexed citations
11.
Woolman, Stu & Brahm Fleisch. (2013). The problem of the 'other' language. 5(1). 135–171. 1 indexed citations
12.
Fleisch, Brahm. (2010). The politics of the governed : South African Democratic Teachers' Union Soweto Strike, June 2009. 16(2). 117–131. 9 indexed citations
13.
Fleisch, Brahm, et al.. (2010). Who is out of school? Evidence from the Statistics South Africa Community Survey. International Journal of Educational Development. 32(4). 529–536. 42 indexed citations
14.
Fleisch, Brahm, et al.. (2009). Gender repetition: school access, transitions and equity in the ‘Birth‐to‐Twenty’ cohort panel study in urban South Africa. Comparative Education. 45(2). 265–279. 13 indexed citations
15.
Fleisch, Brahm, et al.. (2007). On the Constitutionality of Single-Medium Public Schools. South African Journal on Human Rights. 23(1). 34–67. 5 indexed citations
16.
Fleisch, Brahm. (2006). Bureaucratic accountability in the Education Action Zones of South Africa. South African Journal of Education. 26(3). 369–382. 10 indexed citations
17.
Fleisch, Brahm, et al.. (2006). South Africa's Education Legislation, Quasi-Markets and "De Facto" School Choice. Research Article.. Perspectives in Education. 24(2). 1–24. 10 indexed citations
18.
Fleisch, Brahm. (2004). Does higher education expenditure generate higher learner achievement? A study of historically disadvantaged schools in Gauteng. South African Journal of Education. 24(4). 264–269. 2 indexed citations
19.
Fleisch, Brahm. (2004). On the constitutionality of school fees : a reply to Roithmayr : research article. Perspectives in Education. 22(1). 111–123. 17 indexed citations
20.
Fleisch, Brahm. (1993). American Influences on the Development of Social and Educational Research in South Africa, 1929-1943.. 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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