Conrad W. Snyder

583 total citations
23 papers, 390 citations indexed

About

Conrad W. Snyder is a scholar working on Education, Political Science and International Relations and Demography. According to data from OpenAlex, Conrad W. Snyder has authored 23 papers receiving a total of 390 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 4 papers in Political Science and International Relations and 3 papers in Demography. Recurrent topics in Conrad W. Snyder's work include Early Childhood Education and Development (5 papers), Global Educational Policies and Reforms (4 papers) and School Choice and Performance (4 papers). Conrad W. Snyder is often cited by papers focused on Early Childhood Education and Development (5 papers), Global Educational Policies and Reforms (4 papers) and School Choice and Performance (4 papers). Conrad W. Snyder collaborates with scholars based in Australia, United States and Netherlands. Conrad W. Snyder's co-authors include David W. Chapman, Bruce Fuller, Joane Nagel, John W. Meyer, Pieter M. Kroonenberg, Robert J. Neal, Henry G. Law, Gordon A. Hale and Paul Bramston and has published in prestigious journals such as Journal of Applied Psychology, Personality and Individual Differences and Teaching and Teacher Education.

In The Last Decade

Conrad W. Snyder

22 papers receiving 282 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Conrad W. Snyder Australia 10 253 78 59 43 42 23 390
Kate Bullock United Kingdom 10 272 1.1× 23 0.3× 36 0.6× 13 0.3× 18 0.4× 37 329
Shawn Moore United States 6 280 1.1× 47 0.6× 73 1.2× 8 0.2× 11 0.3× 10 413
Wayne Jacobson United States 9 137 0.5× 31 0.4× 36 0.6× 55 1.3× 28 0.7× 14 292
Girma Berhanu Sweden 8 228 0.9× 18 0.2× 55 0.9× 51 1.2× 9 0.2× 24 376
George Willis 4 219 0.9× 18 0.2× 75 1.3× 8 0.2× 14 0.3× 7 327
Martin Gustafsson South Africa 8 90 0.4× 16 0.2× 50 0.8× 27 0.6× 12 0.3× 48 332
Jon Wiles United States 7 314 1.2× 21 0.3× 32 0.5× 16 0.4× 8 0.2× 25 401
Tiberio Garza United States 12 167 0.7× 21 0.3× 27 0.5× 13 0.3× 28 0.7× 40 284
Rosa María Rodríguez Izquierdo Spain 12 295 1.2× 14 0.2× 41 0.7× 10 0.2× 27 0.6× 70 409
Funda Nayır Türkiye 9 280 1.1× 17 0.2× 44 0.7× 23 0.5× 8 0.2× 40 400

Countries citing papers authored by Conrad W. Snyder

Since Specialization
Citations

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

Fields of papers citing papers by Conrad W. Snyder

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Conrad W. Snyder. 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 Conrad W. Snyder. The network helps show where Conrad W. Snyder may publish in the future.

Co-authorship network of co-authors of Conrad W. Snyder

This figure shows the co-authorship network connecting the top 25 collaborators of Conrad W. Snyder. A scholar is included among the top collaborators of Conrad W. Snyder 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 Conrad W. Snyder. Conrad W. Snyder 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.
Snyder, Conrad W., et al.. (2013). National Assessment and the Opportunity to Learn in Educational Reform. International Journal of Educational Reform. 22(1). 76–102. 2 indexed citations
2.
Snyder, Conrad W.. (2010). Standards and Assessment in Education. Development. 53(4). 540–546. 3 indexed citations
3.
Chapman, David W. & Conrad W. Snyder. (2000). Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development. 20(6). 457–474. 92 indexed citations
4.
Chapman, David W., et al.. (1995). Quality of teacher worklife and classroom practices in Botswana. International Journal of Educational Development. 15(2). 115–125. 15 indexed citations
5.
Fuller, Bruce, et al.. (1994). Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa. Teaching and Teacher Education. 10(2). 141–156. 9 indexed citations
6.
Chapman, David W., et al.. (1993). Teacher incentives in the Third World. Teaching and Teacher Education. 9(3). 301–316. 33 indexed citations
7.
Meyer, John W., Joane Nagel, & Conrad W. Snyder. (1993). The Expansion of Mass Education in Botswana: Local and World Society Perspectives. Comparative Education Review. 37(4). 454–475. 39 indexed citations
8.
Neal, Robert J., Conrad W. Snyder, & Pieter M. Kroonenberg. (1991). Individual differences and segment interactions in throwing. Human Movement Science. 10(6). 653–676. 24 indexed citations
9.
Kroonenberg, Pieter M. & Conrad W. Snyder. (1989). Individual Differences in Assimilation Resistance and Affective Responses in Problem Solving. Multivariate Behavioral Research. 24(3). 257–284. 5 indexed citations
10.
Nagel, Joane & Conrad W. Snyder. (1989). International Funding of Educational Development: External Agendas and Internal Adaptations: The Case of Liberia. Comparative Education Review. 33(1). 3–20. 19 indexed citations
11.
Snyder, Conrad W., et al.. (1985). Environmental evaluations of a “hard hat” residential area in rural Australia. Journal of Community Psychology. 13(4). 360–374. 1 indexed citations
12.
Bramston, Paul, et al.. (1983). Assessment of assertiveness in the intellectually handicapped. Holmes Museum Of Anthropology (Wichita State University). 6(3). 143–159. 1 indexed citations
13.
Snyder, Conrad W., et al.. (1983). Three-mode {parafac} factor analysis in applied research.. Journal of Applied Psychology. 68(4). 572–583. 8 indexed citations
14.
Snyder, Conrad W., et al.. (1981). Three-mode factor analytic reference curves for concept identification. Personality and Individual Differences. 2(4). 265–272.
15.
Law, Henry G., et al.. (1979). The Structure Of Self-Reported Difficulty In Assertiveness: An Application Of Three-Mode Common Factor Analysis. Multivariate Behavioral Research. 14(4). 443–462. 10 indexed citations
16.
Snyder, Conrad W., et al.. (1979). Three-mode factor analysis of self-reported difficulty in assertiveness. Australian Journal of Psychology. 31(2). 125–135. 5 indexed citations
17.
Snyder, Conrad W. & Henry G. Law. (1979). Three-Mode Common Factor Analysis: Procedure And Computer Programs. Multivariate Behavioral Research. 14(4). 435–441. 6 indexed citations
18.
Snyder, Conrad W.. (1976). Multivariate Analysis Of Intrinsic Individual Differences In Disjunctive Conceptual Behavior. Multivariate Behavioral Research. 11(2). 195–216. 2 indexed citations
19.
Snyder, Conrad W., et al.. (1975). The University of Botswana, Lesotho and Swaziland Schools Examinations Council Development Plan (1976-1985).. 3 indexed citations
20.
Snyder, Conrad W. & Gordon A. Hale. (1971). A NEW APPROACH TO THE STUDY OF VERBAL CONCEPT LEARNING1. ETS Research Bulletin Series. 1971(1). i–15. 2 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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