Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
“Together we are better”: Professional learning networks for teachers
2016305 citationsTorrey Trust, Daniel G. Krutka et al.profile →
How and Why Educators Use Twitter: A Survey of the Field
2014284 citationsJeffrey P. Carpenter, Daniel G. Krutkaprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Daniel G. Krutka
Since
Specialization
Citations
This map shows the geographic impact of Daniel G. Krutka'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 Daniel G. Krutka with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Daniel G. Krutka more than expected).
Fields of papers citing papers by Daniel G. Krutka
This network shows the impact of papers produced by Daniel G. Krutka. 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 Daniel G. Krutka. The network helps show where Daniel G. Krutka may publish in the future.
Co-authorship network of co-authors of Daniel G. Krutka
This figure shows the co-authorship network connecting the top 25 collaborators of Daniel G. Krutka.
A scholar is included among the top collaborators of Daniel G. Krutka 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 Daniel G. Krutka. Daniel G. Krutka is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Krutka, Daniel G.. (2020). Move Slower and Protect People: Toward Social Media Inquiry and Activism in Social Studies.. Social Education. 84(2). 113–117.2 indexed citations
6.
Trust, Torrey, Jeffrey P. Carpenter, Daniel G. Krutka, & Royce Kimmons. (2020). #RemoteTeaching & #RemoteLearning: Educator Tweeting During the COVID-19 Pandemic. The Journal of Technology and Teacher Education. 28(2). 151–159.38 indexed citations
7.
Krutka, Daniel G. & Nicole Damico. (2020). Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation.. 20(1). 142–175.6 indexed citations
8.
Krutka, Daniel G., et al.. (2019). Has Social Media Made It Easier to Effect Social Change?: Inquiring into Tactics for Change through Primary Sources.. Social Education. 83(5). 269–274.4 indexed citations
9.
Carpenter, Jeffrey P., Daniel G. Krutka, & Torrey Trust. (2019). Exploring Continuity and Change in Educators’ Professional Learning Networks. Society for Information Technology & Teacher Education International Conference. 2680–2685.1 indexed citations
10.
Greenhow, Christine, et al.. (2019). #SocialMediaEd: Perspectives on Teaching about and with Social Media in Higher Education. Iowa State University Digital Repository (Iowa State University). 97–100.1 indexed citations
11.
Krutka, Daniel G., et al.. (2018). Are Voter ID Laws Democratic?: Teaching Deliberation for Informed Citizens.. Social Education. 82(5). 291–298.1 indexed citations
12.
Krutka, Daniel G. & Jeffrey P. Carpenter. (2017). Digital Citizenship in the Curriculum.. Educational leadership. 75(3). 50–55.23 indexed citations
13.
Carpenter, Jeffrey P., Daniel G. Krutka, & Torrey Trust. (2016). PK-12 Teachers’ Conceptualizations of Professional Learning Networks. Society for Information Technology & Teacher Education International Conference. 2016(1). 1936–1942.2 indexed citations
Carpenter, Jeffrey P., Torrey Trust, & Daniel G. Krutka. (2016). The Virtual Workroom: Using Social Media, Teachers Reach beyond School Walls to Learn and Grow.. University of North Texas Digital Library (University of North Texas). 37(4). 24–28.1 indexed citations
16.
Krutka, Daniel G.. (2015). Platforms, Purpose, and Pedagogy: Reclaiming Context and Resisting Technopoly with Participatory Media. University of North Texas Digital Library (University of North Texas). 49. 35.2 indexed citations
17.
Krutka, Daniel G.. (2014). Democratic Twittering: Microblogging for a More Participatory Social Studies.. University of North Texas Digital Library (University of North Texas). 78(2). 86–89.9 indexed citations
18.
Flores, Raymond, et al.. (2014). From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form. Holmes Museum Of Anthropology (Wichita State University). 22(4). 401–421.2 indexed citations
19.
Krutka, Daniel G., et al.. (2013). THE ENLIGHTENMENT MEETS TWITTER: USING SOCIAL MEDIA IN THE SOCIAL STUDIES CLASSROOM. University of North Texas Digital Library (University of North Texas). 50(2). 22–29.18 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.