Cynthia Moore
- Education top 2%
- Sociology and Political Science
- Human Factors and Ergonomics top 2%
- Literature and Literary Theory top 5%
- Developmental and Educational Psychology top 10%
- Co-authors
- Peter SmagorinskyLeslie Susan CookPamela FryAlecia Y. JacksonBonnie C. KonopakSteven T BickmoreStephanie Anne SheltonMyron L. Pope
- Topics
- Teacher Education and Leadership Studies (5 papers)Reflective Practices in Education (3 papers)EFL/ESL Teaching and Learning (3 papers)
- Journals
- Journal of Teacher EducationThe Elementary School JournalPedagogies An International Journal
- Partner nations
- United States
In The Last Decade
Cynthia Moore
8 papers receiving 358 citations
Peers
Comparison fields: 5 of 38
- Education 381
- Sociology and Political Science 112
- Human Factors and Ergonomics 70
- Literature and Literary Theory 70
- Developmental and Educational Psychology 70
Countries citing papers authored by Cynthia Moore
This map shows the geographic impact of Cynthia Moore'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 Cynthia Moore with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cynthia Moore more than expected).
Fields of papers citing papers by Cynthia Moore
This network shows the impact of papers produced by Cynthia Moore. 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 Cynthia Moore. The network helps show where Cynthia Moore may publish in the future.
Co-authorship network of co-authors of Cynthia Moore
This figure shows the co-authorship network connecting the top 25 collaborators of Cynthia Moore. A scholar is included among the top collaborators of Cynthia Moore 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 Cynthia Moore. Cynthia Moore is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 14 | |
| 2 | 44 | |
| 3 | 22 | |
| 4 | The Afro-American Gospel Choir: Achieving a Positive Campus Climate for African American Students. | 1 |
| 5 | 39 | |
| 6 | 272 | |
| 7 | 49 | |
| 8 | An Analysis of University/School Alignment during Student Teaching. | 1 |
| 9 | 0 |
About Cynthia Moore
Cynthia Moore is a scholar working on Language and Linguistics, Education and Linguistics and Language, having authored 9 papers that have together received 442 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (5 papers), Reflective Practices in Education (3 papers) and EFL/ESL Teaching and Learning (3 papers). The work is most often cited by research in Human Factors and Ergonomics (70 citations), Education (381 citations) and Literature and Literary Theory (70 citations). Cynthia Moore has collaborated with scholars based in United States. Frequent co-authors include Peter Smagorinsky, Leslie Susan Cook, Pamela Fry, Alecia Y. Jackson, Bonnie C. Konopak, Steven T Bickmore, Stephanie Anne Shelton, Myron L. Pope and Cindy O’Donnell–Allen. Their work appears in journals such as Journal of Teacher Education, The Elementary School Journal and Pedagogies An International Journal.
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.