Cameron Hauseman

432 total citations
19 papers, 235 citations indexed

About

Cameron Hauseman is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Cameron Hauseman has authored 19 papers receiving a total of 235 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 6 papers in Social Psychology and 5 papers in Developmental and Educational Psychology. Recurrent topics in Cameron Hauseman's work include Teacher Education and Leadership Studies (7 papers), Educational and Psychological Assessments (5 papers) and Collaborative Teaching and Inclusion (3 papers). Cameron Hauseman is often cited by papers focused on Teacher Education and Leadership Studies (7 papers), Educational and Psychological Assessments (5 papers) and Collaborative Teaching and Inclusion (3 papers). Cameron Hauseman collaborates with scholars based in Canada. Cameron Hauseman's co-authors include Katina Pollock, Fei Wang and Paul I. W. de Bakker and has published in prestigious journals such as Educational Administration Quarterly, International Journal of Leadership in Education and Leadership and Policy in Schools.

In The Last Decade

Cameron Hauseman

18 papers receiving 195 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Cameron Hauseman Canada	8	148	70	44	39	37	19	235
Fiona Longmuir Australia	8	226 1.5×	58 0.8×	67 1.5×	46 1.2×	26 0.7×	26	346
Ulla Karin Nordänger Sweden	9	256 1.7×	77 1.1×	22 0.5×	48 1.2×	23 0.6×	23	330
Caryn M. Wells United States	10	158 1.1×	42 0.6×	83 1.9×	21 0.5×	28 0.8×	16	258
Leib Sutcher	5	221 1.5×	49 0.7×	29 0.7×	27 0.7×	11 0.3×	8	289
Gökhan Arastaman Türkiye	8	141 1.0×	49 0.7×	46 1.0×	31 0.8×	13 0.4×	36	253
Lorna Hamilton United Kingdom	9	210 1.4×	31 0.4×	64 1.5×	49 1.3×	14 0.4×	18	320
Ben Pogodzinski United States	11	280 1.9×	47 0.7×	36 0.8×	63 1.6×	14 0.4×	28	339
Marnie O’Neill United States	8	165 1.1×	41 0.6×	32 0.7×	48 1.2×	13 0.4×	38	251
Vusi Mncube South Africa	11	270 1.8×	43 0.6×	57 1.3×	82 2.1×	21 0.6×	47	366
Sharon Kukla-Acevedo United States	6	228 1.5×	33 0.5×	14 0.3×	18 0.5×	42 1.1×	11	311

Countries citing papers authored by Cameron Hauseman

Since Specialization

Citations

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

Fields of papers citing papers by Cameron Hauseman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cameron Hauseman

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

All Works

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19 of 19 papers shown

Pollock, Katina, et al.. (2022). Time Demands and Emotionally Draining Situations Amid Work Intensification of School Principals. Educational Administration Quarterly. 59(1). 112–142. 26 indexed citations

Hauseman, Cameron, et al.. (2021). “I am here for the students”: principals’ perception of accountability amid work intensification. Educational Assessment Evaluation and Accountability. 34(1). 33–56. 14 indexed citations

Wang, Fei, Katina Pollock, & Cameron Hauseman. (2021). Complexity and volume: work intensification of vice-principals in Ontario. International Journal of Leadership in Education. 27(6). 1451–1474. 3 indexed citations

Hauseman, Cameron. (2020). How Workload Influences the Emotional Aspects of Principals' Work. 6(2). 2 indexed citations

Hauseman, Cameron. (2020). Managing Emotions and Coping in a Context of Work Intensification. Canadian Journal of Educational Administration and Policy. 3 indexed citations

Hauseman, Cameron. (2020). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools. 20(4). 630–649. 13 indexed citations

Pollock, Katina, Fei Wang, & Cameron Hauseman. (2019). Proactively Mitigating School Leaders' Emotionally Draining Situations.. Canadian Journal of Educational Administration and Policy. 190(190). 40–48. 2 indexed citations

Pollock, Katina, et al.. (2019). Superintendents’ Work (Intensification) in a Shifting Policy Climate: Enacting a Student Discipline Strategy. Scholarship@Western (Western University). 190(190). 49. 2 indexed citations

Wang, Fei, Katina Pollock, & Cameron Hauseman. (2018). School Principals’ Job Satisfaction: The Effects of Work Intensification. Canadian Journal of Educational Administration and Policy. 185(185). 73. 53 indexed citations

10.

Pollock, Katina, et al.. (2018). Ontario principals’ and vice-principals’ well-being and coping strategies in the context of work intensification. Scholarship@Western (Western University). 287.

11.

Pollock, Katina & Cameron Hauseman. (2018). The Use of E-mail and Principals’ Work: A Double-Edged Sword. Leadership and Policy in Schools. 18(3). 382–393. 25 indexed citations

12.

Hauseman, Cameron, et al.. (2017). Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload.. Scholarship@Western (Western University). 27(1). 83–105. 13 indexed citations

13.

Pollock, Katina, et al.. (2017). Ontario's suspension and expulsion program evaluation: final report. Scholarship@Western (Western University). 3 indexed citations

14.

Hauseman, Cameron. (2016). Youth-led community arts hubs: Self-determined learning in an out-of-school time (OST) program. Cogent Education. 3(1). 6 indexed citations

15.

Hauseman, Cameron. (2015). Decision Making in Educational Leadership: Principles, Policies, and Practices. 15(1). 22–23. 11 indexed citations

16.

Hauseman, Cameron. (2015). Publicly-Reported Indicators of School System Success: A Comparative Study of Three Canadian Provinces. Journal of Education and Training Studies. 3(4). 1 indexed citations

17.

Pollock, Katina, et al.. (2015). Complexity and Volume: An Inquiry into Factors that Drive Principals’ Work. Societies. 5(2). 537–565. 49 indexed citations

18.

Pollock, Katina, et al.. (2014). The Changing Nature of Principals’ Work. Scholarship@Western (Western University). 5 indexed citations

19.

Hauseman, Cameron. (2011). "Nerdy Know-it-Alls" and "Paranoid Parents": Images of Alternative Learning in Films and Television Programs. 4 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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