Danielle LaPointe-McEwan
- Education top 2%
- Student Assessment and Feedback 8
- Teacher Education and Leadership Studies 7
- Reflective Practices in Education 4
- Collaborative Teaching and Inclusion 1
- Higher Education Learning Practices 1
- Education and Technology Integration 1
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- Educational Assessment and Improvement 4
- Literature and Literary Theory top 10%
- Language and Linguistics top 10%
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- Pasture and Agricultural Systems 1
- Journals
- Teaching and Teacher Education (2 papers)The Curriculum Journal (1 paper)Educational Research (1 paper)
- Partner nations
- CanadaUnited States
In The Last Decade
Danielle LaPointe-McEwan
10 papers receiving 466 citations
Peers
Comparison fields: 5 of 47
- Education 447
- Information Systems and Management 97
- Developmental and Educational Psychology 61
- Literature and Literary Theory 52
- Language and Linguistics 31
Countries citing papers authored by Danielle LaPointe-McEwan
This map shows the geographic impact of Danielle LaPointe-McEwan'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 Danielle LaPointe-McEwan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Danielle LaPointe-McEwan more than expected).
Fields of papers citing papers by Danielle LaPointe-McEwan
This network shows the impact of papers produced by Danielle LaPointe-McEwan. 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 Danielle LaPointe-McEwan. The network helps show where Danielle LaPointe-McEwan may publish in the future.
Co-authorship network
The 6 scholars most cited alongside Danielle LaPointe-McEwan, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2021 | 11 | |
| 2 | 2020 | 6 | |
| 3 | 2020 | 18 | |
| 4 | 2019 | 43 | |
| 5 | 2018 | 60 | |
| 6 | 2017 | 17 | |
| 7 | 2017 | 42 | |
| 8 | 2016 | 70 | |
| 9 | 2016 | 77 | |
| 10 | 2015 | 153 |
About Danielle LaPointe-McEwan
Danielle LaPointe-McEwan is a scholar working on Information Systems and Management, Education, Forestry, Information Systems and Infectious Diseases, having authored 10 papers that have together received 497 indexed citations. Recurring topics across this work include Student Assessment and Feedback (8 papers), Teacher Education and Leadership Studies (7 papers), Reflective Practices in Education (4 papers), Educational Assessment and Improvement (4 papers), Pasture and Agricultural Systems (1 paper), Collaborative Teaching and Inclusion (1 paper), Higher Education Learning Practices (1 paper) and Education and Technology Integration (1 paper). The work is most often cited by research in Education (447 citations), Information Systems and Management (97 citations), Developmental and Educational Psychology (61 citations), Literature and Literary Theory (52 citations) and Language and Linguistics (31 citations). Danielle LaPointe-McEwan has collaborated with scholars based in Canada and United States. Frequent co-authors include Christopher DeLuca, Ulemu Luhanga, Andrew Coombs, Don A. Klinger, Angela Pyle and Michelle Searle. Their work appears in journals such as Teaching and Teacher Education, The Curriculum Journal, Educational Research, The Elementary School Journal and Assessment in Education Principles Policy and Practice.
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.