Cindy O’Donnell–Allen

554 total citations
25 papers, 387 citations indexed

About

Cindy O’Donnell–Allen is a scholar working on Education, Literature and Literary Theory and Sociology and Political Science. According to data from OpenAlex, Cindy O’Donnell–Allen has authored 25 papers receiving a total of 387 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 6 papers in Literature and Literary Theory and 3 papers in Sociology and Political Science. Recurrent topics in Cindy O’Donnell–Allen's work include Teacher Education and Leadership Studies (4 papers), Literacy, Media, and Education (4 papers) and Discourse Analysis in Language Studies (4 papers). Cindy O’Donnell–Allen is often cited by papers focused on Teacher Education and Leadership Studies (4 papers), Literacy, Media, and Education (4 papers) and Discourse Analysis in Language Studies (4 papers). Cindy O’Donnell–Allen collaborates with scholars based in United States. Cindy O’Donnell–Allen's co-authors include Peter Smagorinsky, Gordon Wells, Steven T Bickmore, Sharon Augustine, Bonnie C. Konopak, Sarah Warshauer Freedman, Elizabeth R. Simons, Antero Garcia, Cynthia Moore and Pamela Fry and has published in prestigious journals such as Reading Research Quarterly, Journal of Teacher Education and Research in the Teaching of English.

In The Last Decade

Cindy O’Donnell–Allen

21 papers receiving 258 citations

Peers

Cindy O’Donnell–Allen

EDUCA

LLT

SPS

DEP

Kelly Chandler‐Olcott United States

Alyson Simpson Australia

Andrew Goodwyn United Kingdom

Patricia Enciso United States

Andrew Lambirth United Kingdom

Janet C. Richards United States

Kimberly Lenters Canada

Rebecca Woodard United States

Michèle Anstey Australia

Jeffrey D. Wilhelm United States

Kelly Chandler‐Olcott United States

Cindy O’Donnell–Allen

295 ×1.1

EDUCA

206 ×1.4

LLT

110 ×1.3

SPS

97 ×1.1

DEP

34 ×0.5

Citations per year, relative to Cindy O’Donnell–Allen Cindy O’Donnell–Allen (= 1×) peers Kelly Chandler‐Olcott

Countries citing papers authored by Cindy O’Donnell–Allen

Since Specialization

Citations

This map shows the geographic impact of Cindy O’Donnell–Allen'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 Cindy O’Donnell–Allen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cindy O’Donnell–Allen more than expected).

Fields of papers citing papers by Cindy O’Donnell–Allen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cindy O’Donnell–Allen. 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 Cindy O’Donnell–Allen. The network helps show where Cindy O’Donnell–Allen may publish in the future.

Co-authorship network of co-authors of Cindy O’Donnell–Allen

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

All Works

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20 of 20 papers shown

O’Donnell–Allen, Cindy, et al.. (2022). Genius Moves: Takes One to Teach One: Embracing Your Inner Genius. Voices from the Middle. 30(1). 33–37.

O’Donnell–Allen, Cindy, et al.. (2022). Genius Moves: “This Time, It’s Urgent”: Becoming Skillful in Sustainable Teaching. Voices from the Middle. 30(2). 31–34.

Garcia, Antero & Cindy O’Donnell–Allen. (2014). Wobbling in Public: Supporting New and Experienced Teachers. The English Journal. 103(6). 65–70. 2 indexed citations

O’Donnell–Allen, Cindy, et al.. (2012). Conversation Currents : Digital Directions in Professional Development. Language Arts. 89(4). 279–284. 1 indexed citations

Smagorinsky, Peter, et al.. (2012). Identity, Meaning, and Engagement with School: A Native American Student's Composition of a Life Map in a Senior English Class. 51(1). 22–44. 8 indexed citations

Smagorinsky, Peter, Sharon Augustine, & Cindy O’Donnell–Allen. (2007). Experiences with Personal, Academic, and Hybrid Writing: A Study of Two High School Seniors.. English in Australia. 42(3). 55–73. 3 indexed citations

Smagorinsky, Peter, et al.. (2007). AchtungMaybe: A Case Study of the Role of Personal Connection and Art in the Literary Engagement of Students with Attentional Difficulties. Reading & Writing Quarterly. 23(4). 333–358. 9 indexed citations

Smagorinsky, Peter, et al.. (2006). Student Engagement in the Teaching and Learning of Grammar. Journal of Teacher Education. 58(1). 76–90. 23 indexed citations

O’Donnell–Allen, Cindy. (2005). Pedagogical Recycling: How Colleagues Change Colleagues’ Minds. The English Journal. 95(2). 58–64. 3 indexed citations

10.

Bickmore, Steven T, Peter Smagorinsky, & Cindy O’Donnell–Allen. (2005). Tensions between Traditions: The Role of Contexts in Learning to Teach. English Education. 38(1). 23–52. 41 indexed citations

11.

Smagorinsky, Peter, et al.. (2005). Mask-making as identity project in a high school English class: a case study. English in Education. 39(2). 60–75. 6 indexed citations

12.

O’Donnell–Allen, Cindy. (2005). Oblivious to Lightning. The English Journal. 94(6). 111–111. 1 indexed citations

13.

O’Donnell–Allen, Cindy. (2004). Raising Our Voices: Transformative Discourse in a Teacher Research Group. English Education. 37(1). 50–74. 5 indexed citations

14.

O’Donnell–Allen, Cindy & Gordon Wells. (2001). Action, Talk, and Text: Learning and Teaching through Inquiry. The English Journal. 90(6). 123–123. 66 indexed citations

15.

O’Donnell–Allen, Cindy, et al.. (2001). Insights for Interns: How Do You Value What You Teach While Still Teaching What You Value?. The English Journal. 91(1). 22–22. 2 indexed citations

16.

O’Donnell–Allen, Cindy, et al.. (2001). Reading Adolescents: Book Clubs for YA Readers. The English Journal. 90(3). 82–82. 4 indexed citations

17.

O’Donnell–Allen, Cindy, et al.. (2001). Inside City Schools: Investigating Literacy in Multicultural Classrooms. The English Journal. 90(6). 121–121. 26 indexed citations

18.

Smagorinsky, Peter, Leslie Susan Cook, Pamela Fry, et al.. (2000). An Analysis of University/School Alignment during Student Teaching.. 1 indexed citations

19.

O’Donnell–Allen, Cindy & Peter Smagorinsky. (1999). Revising Ophelia: Rethinking Questions of Gender and Power in School. The English Journal. 88(3). 35–35. 18 indexed citations

20.

Smagorinsky, Peter & Cindy O’Donnell–Allen. (1998). The Depth and Dynamics of Context: Tracing the Sources and Channels of Engagement and Disengagement in Students' Response to Literature. Journal of Literacy Research. 30(4). 515–559. 26 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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