Dana W. Cammack
- Education top 10%
- Developmental and Educational Psychology
- Sociology and Political Science
- Information Systems
- Gender Studies
- Co-authors
- Linda D. LabboWilliam H. TealeCharles K. KinzerDonald J. LeuP. G. SchraderManu KapurSelen TürkayDaniel L. Hoffman
- Topics
- Education and Technology Integration (3 papers)Literacy, Media, and Education (3 papers)Educator Training and Historical Pedagogy (2 papers)
- Partner nations
- United States
In The Last Decade
Dana W. Cammack
4 papers receiving 75 citations
Peers
Comparison fields: 5 of 27
- Education 85
- Developmental and Educational Psychology 34
- Sociology and Political Science 12
- Information Systems 12
- Gender Studies 12
Countries citing papers authored by Dana W. Cammack
This map shows the geographic impact of Dana W. Cammack'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 Dana W. Cammack with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dana W. Cammack more than expected).
Fields of papers citing papers by Dana W. Cammack
This network shows the impact of papers produced by Dana W. Cammack. 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 Dana W. Cammack. The network helps show where Dana W. Cammack may publish in the future.
Co-authorship network of co-authors of Dana W. Cammack
This figure shows the co-authorship network connecting the top 25 collaborators of Dana W. Cammack. A scholar is included among the top collaborators of Dana W. Cammack 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 Dana W. Cammack. Dana W. Cammack is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Assessing Preservice Teachers' Conceptual Change in an Internet-Based, Case Instructional Environment | 2 |
| 2 | By any means necessary: Understanding the literacy and technology practices of using multimedia in a college history course | 1 |
| 3 | 1 | |
| 4 | Teacher Wisdom Stories: Cautions and Recommendations for Using Computer-Related Technologies for Literacy Instruction | 24 |
| 5 | 64 | |
| 6 | Web Watch: Two Sites for Teachers Working with Struggling or Reluctant Readers. | 1 |
About Dana W. Cammack
Dana W. Cammack is a scholar working on Speech and Hearing, Literature and Literary Theory and Education, having authored 6 papers that have together received 93 indexed citations. Recurring topics across this work include Education and Technology Integration (3 papers), Literacy, Media, and Education (3 papers) and Educator Training and Historical Pedagogy (2 papers). The work is most often cited by research in Education (85 citations), Developmental and Educational Psychology (34 citations) and Gender Studies (12 citations). Dana W. Cammack has collaborated with scholars based in United States. Frequent co-authors include Linda D. Labbo, William H. Teale, Charles K. Kinzer, Donald J. Leu, P. G. Schrader, Manu Kapur, Selen Türkay and Daniel L. Hoffman. Their work appears in journals such as Instructional Science, The Reading Teacher and E-Learning and Digital Media.
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.