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.
Countries citing papers authored by Cathy Ringstaff
Since
Specialization
Citations
This map shows the geographic impact of Cathy Ringstaff'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 Cathy Ringstaff with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cathy Ringstaff more than expected).
This network shows the impact of papers produced by Cathy Ringstaff. 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 Cathy Ringstaff. The network helps show where Cathy Ringstaff may publish in the future.
Co-authorship network of co-authors of Cathy Ringstaff
This figure shows the co-authorship network connecting the top 25 collaborators of Cathy Ringstaff.
A scholar is included among the top collaborators of Cathy Ringstaff 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 Cathy Ringstaff. Cathy Ringstaff is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Herman, Joan L., et al.. (2012). Measuring Fidelity of Implementation--Methodological and Conceptual Issues and Challenges. CRESST Report 811..
12.
Herman, Joan L., et al.. (2011). Relationships between Teacher Knowledge, Assessment Practice, and Learning--Chicken, Egg, or Omelet? CRESST Report 809..3 indexed citations
Ringstaff, Cathy, et al.. (2010). Going the Distance for Rural Science Teachers: California Consortium Develops Strategies to Provide Science Content Professional Development for Isolated Teachers.. The Journal of staff development. 31(5). 44–47.5 indexed citations
15.
Sandholtz, Judith Haymore, et al.. (2004). 信息技术与学生为中心的课堂 = Teaching with Technology: Creating Student-Centered Clasrooms.2 indexed citations
16.
Ringstaff, Cathy, et al.. (2002). Getting the Most from Technology in Schools. Knowledge Brief..14 indexed citations
Ringstaff, Cathy & Loretta Kelley. (2002). The Learning Return on Our Educational Technology Investment: A Review of Findings from Research.. Issue Lab (Candid).122 indexed citations
20.
Ringstaff, Cathy. (1991). Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms..25 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.