Carolyn Riehl

2.6k total citations · 1 hit paper
24 papers, 1.4k citations indexed

About

Carolyn Riehl is a scholar working on Education, Information Systems and Management and Sociology and Political Science. According to data from OpenAlex, Carolyn Riehl has authored 24 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 5 papers in Information Systems and Management and 2 papers in Sociology and Political Science. Recurrent topics in Carolyn Riehl's work include Teacher Education and Leadership Studies (16 papers), Collaborative Teaching and Inclusion (7 papers) and Educational Assessment and Improvement (5 papers). Carolyn Riehl is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Collaborative Teaching and Inclusion (7 papers) and Educational Assessment and Improvement (5 papers). Carolyn Riehl collaborates with scholars based in United States and France. Carolyn Riehl's co-authors include Kenneth Leithwood, John W. Sipple, William A. Firestone, Aaron M. Pallas, Gary Natriello, Camille Wilson Cooper, Rachel Roegman, Frances K. Kochan, Paula M. Short and Paul V. Bredeson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Review of Educational Research and American Educational Research Journal.

In The Last Decade

Carolyn Riehl

24 papers receiving 1.1k citations

Hit Papers

What We Know about Successful School Leadership 2003 2026 2010 2018 2003 100 200 300 400 500
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. What We Know about Successful School Leadership
    2003 514 citations Kenneth Leithwood, Carolyn Riehl profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Carolyn Riehl United States 14 1.3k 192 149 138 108 24 1.4k
Mark Hadfield United Kingdom 21 792 0.6× 236 1.2× 143 1.0× 129 0.9× 96 0.9× 42 1.1k
Robert J. Starratt United States 17 1.2k 1.0× 202 1.1× 115 0.8× 188 1.4× 58 0.5× 38 1.6k
Patrick Duignan Australia 14 960 0.8× 147 0.8× 196 1.3× 108 0.8× 82 0.8× 34 1.3k
Sharon D. Kruse United States 17 1.2k 1.0× 151 0.8× 238 1.6× 279 2.0× 61 0.6× 52 1.5k
Jay Paredes Scribner United States 14 1.1k 0.8× 110 0.6× 170 1.1× 159 1.2× 68 0.6× 38 1.2k
Lucrecia Santibáñez United States 16 1.3k 1.1× 185 1.0× 79 0.5× 102 0.7× 192 1.8× 50 1.6k
Fenwick W. English United States 22 916 0.7× 200 1.0× 86 0.6× 136 1.0× 52 0.5× 105 1.3k
Jo Blase United States 20 1.4k 1.1× 235 1.2× 151 1.0× 203 1.5× 73 0.7× 33 1.7k
Gary M. Crow United States 20 1.2k 1.0× 116 0.6× 189 1.3× 157 1.1× 46 0.4× 60 1.4k
Jennifer York‐Barr United States 8 1.3k 1.0× 81 0.4× 142 1.0× 137 1.0× 115 1.1× 13 1.4k

Countries citing papers authored by Carolyn Riehl

Since Specialization
Citations

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

Fields of papers citing papers by Carolyn Riehl

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Carolyn Riehl

This figure shows the co-authorship network connecting the top 25 collaborators of Carolyn Riehl. A scholar is included among the top collaborators of Carolyn Riehl 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 Carolyn Riehl. Carolyn Riehl 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.
Riehl, Carolyn, et al.. (2017). Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision. The Annals of the American Academy of Political and Social Science. 674(1). 262–280. 6 indexed citations
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Roegman, Rachel & Carolyn Riehl. (2012). Playing Doctor with Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds. Journal of School Leadership. 22(5). 922–952. 14 indexed citations
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Cooper, Camille Wilson, et al.. (2010). Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice. Journal of School Leadership. 20(6). 758–788. 42 indexed citations
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Riehl, Carolyn. (2006). Feeling Better: A Comparison of Medical Research and Education Research. Educational Researcher. 35(5). 24–29. 23 indexed citations
8.
Firestone, William A. & Carolyn Riehl. (2005). A new agenda for research in educational leadership. Medical Entomology and Zoology. 76 indexed citations
9.
Leithwood, Kenneth & Carolyn Riehl. (2003). What We Know about Successful School Leadership. 514 indexed citations breakdown →
10.
Kochan, Frances K., Paul V. Bredeson, & Carolyn Riehl. (2002). Rethinking the Professional Development of School Leaders. Teachers College Record The Voice of Scholarship in Education. 104(9). 289–306. 3 indexed citations
11.
Riehl, Carolyn. (2001). Bridges to the Future: The Contributions of Qualitative Research to the Sociology of Education. Sociology of Education. 74. 115–115. 26 indexed citations
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Riehl, Carolyn, Colleen L. Larson, Paula M. Short, & Ulrich C. Reitzug. (2000). Reconceptualizing Research and Scholarship in Educational Administration: Learning to Know, Knowing to Do, Doing to Learn. Educational Administration Quarterly. 36(3). 391–427. 41 indexed citations
15.
Riehl, Carolyn, Aaron M. Pallas, & Gary Natriello. (1999). Rites and Wrongs: Institutional Explanations for the Student Course-Scheduling Process in Urban High Schools. American Journal of Education. 107(2). 116–154. 53 indexed citations
16.
Riehl, Carolyn. (1998). We Gather Together: Work, Discourse, and Constitutive Social Action in Elementary School Faculty Meetings. Educational Administration Quarterly. 34(1). 91–125. 10 indexed citations
17.
Riehl, Carolyn, et al.. (1997). Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale. Educational Evaluation and Policy Analysis. 19(1). 45–64. 59 indexed citations
18.
Riehl, Carolyn, et al.. (1997). Gender Differences among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale. Educational Evaluation and Policy Analysis. 19(1). 45–45. 4 indexed citations
19.
Riehl, Carolyn & John W. Sipple. (1996). Making the Most of Time and Talent: Secondary School Organizational Climates, Teaching Task Environments, and Teacher Commitment. American Educational Research Journal. 33(4). 873–901. 98 indexed citations
20.

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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