Craig Hochbein

491 total citations
31 papers, 300 citations indexed

About

Craig Hochbein is a scholar working on Education, Information Systems and Management and Sociology and Political Science. According to data from OpenAlex, Craig Hochbein has authored 31 papers receiving a total of 300 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 9 papers in Information Systems and Management and 3 papers in Sociology and Political Science. Recurrent topics in Craig Hochbein's work include School Choice and Performance (12 papers), Teacher Education and Leadership Studies (11 papers) and Educational Assessment and Improvement (8 papers). Craig Hochbein is often cited by papers focused on School Choice and Performance (12 papers), Teacher Education and Leadership Studies (11 papers) and Educational Assessment and Improvement (8 papers). Craig Hochbein collaborates with scholars based in United States. Craig Hochbein's co-authors include Matthew E. Cunningham, Elaine Allensworth, James Sebastian, Wolfgang Wiedermann, Daniel L. Duke, Bridget V. Dever, Jacob P. K. Gross, Adam V. Maltese, George J. DuPaul and Coby V. Meyers and has published in prestigious journals such as Journal of Research in Science Teaching, Teachers College Record The Voice of Scholarship in Education and Social Science Research.

In The Last Decade

Craig Hochbein

30 papers receiving 256 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Craig Hochbein United States	11	249	58	29	25	24	31	300
Kirk Walters United States	9	306 1.2×	58 1.0×	65 2.2×	14 0.6×	22 0.9×	18	364
Luke C. Miller United States	9	247 1.0×	45 0.8×	12 0.4×	15 0.6×	23 1.0×	27	282
Julia Warwas Germany	8	156 0.6×	28 0.5×	24 0.8×	40 1.6×	30 1.3×	37	229
Steven M. Kimball United States	10	454 1.8×	156 2.7×	32 1.1×	38 1.5×	20 0.8×	21	489
Ed Bengtson United States	9	211 0.8×	61 1.1×	43 1.5×	38 1.5×	19 0.8×	22	295
Eric Isenberg United States	11	448 1.8×	59 1.0×	38 1.3×	11 0.4×	30 1.3×	27	488
Bonnie C. Fusarelli United States	9	201 0.8×	46 0.8×	17 0.6×	25 1.0×	35 1.5×	26	256
Beth E. Schueler United States	8	203 0.8×	41 0.7×	15 0.5×	16 0.6×	63 2.6×	22	275
Maxwell M. Yurkofsky United States	10	251 1.0×	111 1.9×	48 1.7×	15 0.6×	39 1.6×	21	349
Bruce Sheppard Canada	8	240 1.0×	38 0.7×	45 1.6×	17 0.7×	26 1.1×	20	297

Countries citing papers authored by Craig Hochbein

Since Specialization

Citations

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

Fields of papers citing papers by Craig Hochbein

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Craig Hochbein

This figure shows the co-authorship network connecting the top 25 collaborators of Craig Hochbein. A scholar is included among the top collaborators of Craig Hochbein 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 Craig Hochbein. Craig Hochbein 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

Dever, Bridget V., et al.. (2022). The Mediational Effect of Achievement Goals in the Association Between Teacher–Student Relationships and Behavioral/Emotional Risk. School Mental Health. 14(4). 880–890. 3 indexed citations

Hochbein, Craig, et al.. (2020). Growing Connected: Relational Trust and Social Capital in Community Schools. Journal of Education for Students Placed at Risk (JESPAR). 26(3). 210–235. 13 indexed citations

Hochbein, Craig & Coby V. Meyers. (2020). Incorporating time demands into studies of principal time use. School Leadership and Management. 41(3). 175–193. 5 indexed citations

Hochbein, Craig, et al.. (2019). Spanning Boundaries and Balancing Tensions: A Systems Perspective on Community School Coordinators.. The School community journal/School community journal. 29(2). 225–254. 3 indexed citations

Hochbein, Craig, et al.. (2018). An Exploratory Analysis of the Prevalence of Quantitative Research Methodologies in Journal Articles.. 13(11). 2 indexed citations

Hochbein, Craig, et al.. (2017). Confronting methodological challenges in studying school leader time use through technological advancements. Educational Management Administration & Leadership. 46(4). 659–678. 11 indexed citations

Hochbein, Craig, et al.. (2017). Childhood social capital and postsecondary educational attainment. Social Science Research. 68. 74–87. 4 indexed citations

Hochbein, Craig, et al.. (2017). Examining the intersection of housing and educational options in a regulated school choice plan. Journal of Urban Affairs. 40(2). 274–293. 1 indexed citations

Hochbein, Craig & Bradley W. Carpenter. (2016). Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment. Education and Urban Society. 49(5). 459–485. 2 indexed citations

10.

Hochbein, Craig, et al.. (2016). Making grades more meaningful. Phi Delta Kappan. 98(3). 49–54. 3 indexed citations

11.

Hochbein, Craig, et al.. (2015). The Association between Standards- Based Grading and Standardized Test Scores in a High School Reform Model.. Teachers College Record The Voice of Scholarship in Education. 117(11). 1–28. 9 indexed citations

12.

Hochbein, Craig, et al.. (2015). The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model. Teachers College Record The Voice of Scholarship in Education. 117(11). 1–28. 15 indexed citations

13.

Hochbein, Craig, et al.. (2013). Gamed by the System. NASSP Bulletin. 97(3). 270–289. 5 indexed citations

14.

Hochbein, Craig, et al.. (2013). The Students in Front of Us. Urban Education. 50(3). 346–376. 4 indexed citations

15.

Hochbein, Craig, et al.. (2013). An Exploratory Analysis of the Longitudinal Impact of Principal Change on Elementary School Achievement. Journal of School Leadership. 23(1). 64–90. 5 indexed citations

16.

Maltese, Adam V. & Craig Hochbein. (2012). The consequences of “school improvement”: Examining the association between two standardized assessments measuring school improvement and student science achievement. Journal of Research in Science Teaching. 49(6). 804–830. 9 indexed citations

17.

Hochbein, Craig. (2012). Relegation and Reversion: Longitudinal Analysis of School Turnaround and Decline. Journal of Education for Students Placed at Risk (JESPAR). 17(1-2). 92–107. 12 indexed citations

18.

Hochbein, Craig. (2012). Downward Spirals, Boiled Frogs, and Catastrophes: Examining the Rate of School Decline. Leadership and Policy in Schools. 11(1). 66–91. 7 indexed citations

19.

Hochbein, Craig & Daniel L. Duke. (2011). Crossing the line: examination of student demographic changes concomitant with declining academic performance in elementary schools. School Effectiveness and School Improvement. 22(1). 87–118. 10 indexed citations

20.

Hochbein, Craig & Daniel L. Duke. (2008). Rising to the Challenges of Studying School Decline. Leadership and Policy in Schools. 7(4). 358–379. 12 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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