Connie M. Moss

499 total citations
17 papers, 249 citations indexed

About

Connie M. Moss is a scholar working on Education, Developmental and Educational Psychology and Philosophy. According to data from OpenAlex, Connie M. Moss has authored 17 papers receiving a total of 249 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 4 papers in Developmental and Educational Psychology and 3 papers in Philosophy. Recurrent topics in Connie M. Moss's work include Reflective Practices in Education (6 papers), Teacher Education and Leadership Studies (6 papers) and Student Assessment and Feedback (4 papers). Connie M. Moss is often cited by papers focused on Reflective Practices in Education (6 papers), Teacher Education and Leadership Studies (6 papers) and Student Assessment and Feedback (4 papers). Connie M. Moss collaborates with scholars based in United States. Connie M. Moss's co-authors include Susan M. Brookhart, James B. Schreiber, Donald J. Cunningham, Sarah E. Peterson, Benny G. Johnson, Jeffry D. Madura and Gary Shank and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational leadership and Phi Delta Kappan.

In The Last Decade

Connie M. Moss

17 papers receiving 198 citations

Peers

Connie M. Moss

EDUCA

DEP

ISM

IS

CSA

Sarah M. Bonner United States

Catarina Andersson Sweden

Donald B. Young United States

Óscar Chávez United States

Harry Fletcher-Wood United Kingdom

N. van Halem Netherlands

Pat Tunstall United Kingdom

Seán Delaney San Marino

Michelle Cirillo United States

Chun‐Wei Huang United States

Sarah M. Bonner United States

Connie M. Moss

266 ×1.3

EDUCA

84 ×1.3

DEP

30 ×0.9

ISM

24 ×1.0

IS

25 ×1.7

CSA

Citations per year, relative to Connie M. Moss Connie M. Moss (= 1×) peers Sarah M. Bonner

Countries citing papers authored by Connie M. Moss

Since Specialization

Citations

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

Fields of papers citing papers by Connie M. Moss

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Connie M. Moss. 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 Connie M. Moss. The network helps show where Connie M. Moss may publish in the future.

Co-authorship network of co-authors of Connie M. Moss

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

All Works

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17 of 17 papers shown

1.

Brookhart, Susan M. & Connie M. Moss. (2015). How to Give Professional Feedback.. Educational leadership. 72(7). 24–30. 4 indexed citations

2.

Moss, Connie M. & Susan M. Brookhart. (2013). A New View of Walk-Throughs.. Educational leadership. 70(7). 42–45. 4 indexed citations

3.

Brookhart, Susan M. & Connie M. Moss. (2013). Leading by Learning. Phi Delta Kappan. 94(8). 13–17. 4 indexed citations

4.

Moss, Connie M., et al.. (2013). Administrators' Roles in Helping Teachers Use Formative Assessment Information. Applied Measurement in Education. 26(3). 205–218. 13 indexed citations

5.

Moss, Connie M., et al.. (2011). Knowing Your Learning Target.. Educational leadership. 68(6). 66–69. 8 indexed citations

6.

Peterson, Sarah E., et al.. (2011). Changing Preservice Teachers' Beliefs about Motivating Students.. 7(1). 27–39. 5 indexed citations

7.

Brookhart, Susan M., et al.. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education Principles Policy and Practice. 17(1). 41–58. 41 indexed citations

8.

Brookhart, Susan M., et al.. (2009). Promoting Student Ownership of Learning Through High-Impact Formative Assessment Practices. SHILAP Revista de lepidopterología. 6(12). 52–67. 29 indexed citations

9.

Moss, Connie M. & Susan M. Brookhart. (2009). Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. Bibliothèque et Archives nationales du Québec (Québec government). 97 indexed citations

10.

Moss, Connie M. & Gary Shank. (2008). Using Qualitative Processes in Computer Technology Research on Online Learning: Lessons in Change from "Teaching as Intentional Learning". Forum qualitative Sozialforschung. 3(2). 2 indexed citations

11.

Schreiber, James B., et al.. (2007). A preliminary examination of a theoretical model for researching educator beliefs. Semiotica. 2007(164). 3 indexed citations

12.

Cunningham, Donald J., James B. Schreiber, & Connie M. Moss. (2005). Belief, Doubt and Reason: C. S. Peirce on education. Educational Philosophy and Theory. 37(2). 177–189. 12 indexed citations

13.

Moss, Connie M., et al.. (2002). Quantitative Impact of a Cognitive Modeling Intelligent Tutoring System on Student Performance in Balancing Chemical Equations. The Chemical Educator. 7(6). 379–383. 6 indexed citations

14.

Schreiber, James B. & Connie M. Moss. (2002). A Peircean View of Teacher Beliefs and Genuine Doubt. UND Scholarly Commons (University of North Dakota). 6 indexed citations

15.

Moss, Connie M.. (2002). Finding Balance: The Vices of Our "Versus". First Monday. 7(1). 3 indexed citations

16.

Moss, Connie M.. (2000). Professional Learning on the Cyber Sea: What Is the Point of Contact?. CyberPsychology & Behavior. 3(1). 41–50. 7 indexed citations

17.

Moss, Connie M.. (1997). Systematic Self-Reflection: Professional Development for the Reflective Practitioner.. 5 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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