Christopher DeLuca

4.1k total citations
116 papers, 2.6k citations indexed

About

Christopher DeLuca is a scholar working on Education, Information Systems and Management and Developmental and Educational Psychology. According to data from OpenAlex, Christopher DeLuca has authored 116 papers receiving a total of 2.6k indexed citations (citations by other indexed papers that have themselves been cited), including 99 papers in Education, 24 papers in Information Systems and Management and 15 papers in Developmental and Educational Psychology. Recurrent topics in Christopher DeLuca's work include Student Assessment and Feedback (67 papers), Teacher Education and Leadership Studies (46 papers) and Reflective Practices in Education (25 papers). Christopher DeLuca is often cited by papers focused on Student Assessment and Feedback (67 papers), Teacher Education and Leadership Studies (46 papers) and Reflective Practices in Education (25 papers). Christopher DeLuca collaborates with scholars based in Canada, United States and Australia. Christopher DeLuca's co-authors include Don A. Klinger, Danielle LaPointe-McEwan, Angela Pyle, Ulemu Luhanga, Andrew Coombs, Aarti P. Bellara, Erica Danniels, Amirhossein Rasooli, Liying Cheng and Louis Volante and has published in prestigious journals such as American Educational Research Journal, Educational Researcher and Teaching and Teacher Education.

In The Last Decade

Christopher DeLuca

108 papers receiving 2.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Christopher DeLuca Canada 29 2.1k 418 325 209 208 116 2.6k
Kari Smith Norway 31 2.5k 1.2× 243 0.6× 404 1.2× 297 1.4× 126 0.6× 89 2.9k
David Pedder United Kingdom 22 2.3k 1.1× 315 0.8× 627 1.9× 366 1.8× 115 0.6× 38 2.7k
Wim van de Grift Netherlands 30 1.9k 0.9× 241 0.6× 474 1.5× 247 1.2× 100 0.5× 77 2.4k
V. Darleen Opfer United Kingdom 15 1.8k 0.9× 206 0.5× 459 1.4× 218 1.0× 100 0.5× 36 2.2k
Joan L. Herman United States 26 1.8k 0.9× 381 0.9× 484 1.5× 154 0.7× 126 0.6× 131 2.3k
Klaas van Veen Netherlands 29 2.1k 1.0× 264 0.6× 544 1.7× 275 1.3× 69 0.3× 102 2.7k
Charlotte Danielson United States 17 2.1k 1.0× 404 1.0× 278 0.9× 126 0.6× 53 0.3× 35 2.4k
Morva McDonald United States 13 2.6k 1.2× 189 0.5× 542 1.7× 658 3.1× 174 0.8× 17 3.0k
Caroline Gipps United Kingdom 21 1.9k 0.9× 228 0.5× 441 1.4× 329 1.6× 128 0.6× 67 2.4k
Beatrice Ávalos Chile 19 1.9k 0.9× 105 0.3× 311 1.0× 196 0.9× 85 0.4× 68 2.3k

Countries citing papers authored by Christopher DeLuca

Since Specialization
Citations

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

Fields of papers citing papers by Christopher DeLuca

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Christopher DeLuca

This figure shows the co-authorship network connecting the top 25 collaborators of Christopher DeLuca. A scholar is included among the top collaborators of Christopher DeLuca 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 Christopher DeLuca. Christopher DeLuca 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.
DeLuca, Christopher, et al.. (2025). The AI 3 Model: Future Directions for Artificial Intelligence, Assessment Innovation, and Academic Integrity. Educational Researcher. 55(2). 125–133. 1 indexed citations
2.
Rasooli, Amirhossein & Christopher DeLuca. (2024). A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory. Applied Measurement in Education. 37(2). 148–164. 3 indexed citations
3.
DeLuca, Christopher, et al.. (2024). How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective. British Educational Research Journal. 50(3). 1263–1280. 1 indexed citations
4.
Adie, Lenore, et al.. (2024). Evidence of teacher assessment work and its relationship to their assessment identity. Teaching and Teacher Education. 141. 104518–104518. 2 indexed citations
5.
DeLuca, Christopher, et al.. (2024). From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations. British Educational Research Journal. 51(1). 93–114. 2 indexed citations
6.
Volante, Louis & Christopher DeLuca. (2024). Large-scale testing in the face of AI. 16(1). 48–52.
7.
Cheng, Liying, David Baidoo-Anu, & Christopher DeLuca. (2023). Examining School Principals' Conceptions of Assessment and Grading Practices. Alberta Journal of Educational Research. 69(1). 41–65.
8.
Adie, Lenore, et al.. (2023). Mediating teachers’ assessment work. The Australian Educational Researcher. 51(5). 1979–1999. 4 indexed citations
9.
Baidoo-Anu, David & Christopher DeLuca. (2023). Educational assessment in Ghana: The influence of historical colonization and political accountability. Assessment in Education Principles Policy and Practice. 30(3-4). 225–244. 6 indexed citations
10.
Versnel, Joan, et al.. (2021). International and National Factors Affecting School-to-Work Transition for At-Risk Youth in Canada: An Integrative Review. The Journal of Macrodynamic Analysis (Memorial University of Newfoundland). 10(1). 21–31. 2 indexed citations
11.
Schneider, Christoph, Christopher DeLuca, Marcela Pozas, & Andrew Coombs. (2020). Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study. Educational Research and Evaluation. 26(1-2). 53–74. 4 indexed citations
12.
Coombs, Andrew, Christopher DeLuca, & Stephen MacGregor. (2019). Teacher candidates' approaches to assessment: A latent class analysis.
13.
DeLuca, Christopher, et al.. (2017). Grading Policies and Practices in Canada: A Landscape Study. Canadian Journal of Educational Administration and Policy. 12 indexed citations
14.
DeLuca, Christopher & Louis Volante. (2016). Assessment for Learning in Teacher Education Programs: Navigating the Juxtaposition of Theory and Praxis.. 20(1). 19–31. 21 indexed citations
15.
Pyle, Angela & Christopher DeLuca. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research. 110(5). 457–466. 44 indexed citations
16.
Kutsyuruba, Benjamin, et al.. (2015). Teacher Collaborative Inquiry in Ontario Elementary Schools: An Analysis of Provincial and School Board Policies and Support Documents.. Canadian Journal of Educational Administration and Policy. 1 indexed citations
17.
DeLuca, Christopher, et al.. (2014). Preparing Teachers for Assessment within Diverse Classrooms: An Analysis of Teacher Candidates' Conceptualizations.. Teacher education quarterly (Claremont, Calif.). 41(3). 3–24. 11 indexed citations
18.
DeLuca, Christopher, et al.. (2014). Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education Principles Policy and Practice. 22(1). 122–139. 27 indexed citations
19.
DeLuca, Christopher, et al.. (2013). JCACS in transition. Journal of the Canadian Association for Curriculum Studies. 11(1). 1–2. 1 indexed citations
20.
DeLuca, Christopher. (2012). Selecting Inclusive Teacher Candidates: Validity and Reliability Issues in Admission Policy and Practice. Teacher education quarterly (Claremont, Calif.). 39(4). 7–31. 15 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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