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.
Development of a scale to measure the perceived benefits and risks of online shopping
This map shows the geographic impact of David Shannon'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 David Shannon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites David Shannon more than expected).
This network shows the impact of papers produced by David Shannon. 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 David Shannon. The network helps show where David Shannon may publish in the future.
Co-authorship network of co-authors of David Shannon
This figure shows the co-authorship network connecting the top 25 collaborators of David Shannon.
A scholar is included among the top collaborators of David Shannon 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 David Shannon. David Shannon is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Dunn, Caroline, et al.. (2018). An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief).. The Journal of Postsecondary Education and Disability. 31(1). 91–101.7 indexed citations
7.
Wang, Chih-Hsuan, David Shannon, & M. Elizabeth Ross. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education. 34(3). 302–323.545 indexed citations breakdown →
8.
Shannon, David, et al.. (2012). Examining the Relationships among Classroom Goal Structure, Achievement Goal Orientation, Motivation and Self-Regulated Learning for Ethnically Diverse Learners.. 22(2). 136–168.1 indexed citations
Twale, Darla J. & David Shannon. (1996). Gender Differences among Faculty in Campus Governance: Nature of Involvement, Satisfaction, and Power.. 57(4). 19.6 indexed citations
16.
Shannon, David, et al.. (1996). Effective Teaching Behaviors for Beginning Teachers: A Multiple Perspective.. Research in the schools. 3(1). 1–11.1 indexed citations
Shannon, David. (1994). The Development of Preservice Teacher Knowledge.. 17(1). 31–39.3 indexed citations
19.
Shannon, David, et al.. (1992). Academic Intervention for At-Risk Students with Substance Misusing Backgrounds.. Journal of alcohol and drug education. 38(1). 73–85.3 indexed citations
20.
Shannon, David, et al.. (1986). Balance of Power.3 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.