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.
Countries citing papers authored by Deborah Schifter
Since
Specialization
Citations
This map shows the geographic impact of Deborah Schifter'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 Deborah Schifter with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Deborah Schifter more than expected).
Fields of papers citing papers by Deborah Schifter
This network shows the impact of papers produced by Deborah Schifter. 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 Deborah Schifter. The network helps show where Deborah Schifter may publish in the future.
Co-authorship network of co-authors of Deborah Schifter
This figure shows the co-authorship network connecting the top 25 collaborators of Deborah Schifter.
A scholar is included among the top collaborators of Deborah Schifter 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 Deborah Schifter. Deborah Schifter is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Schifter, Deborah. (2007). What's Right about Looking at What's Wrong?.. Educational leadership. 65(3). 22–27.
8.
Schifter, Deborah, et al.. (2004). Teachers become Investigators of Students' Ideas about Math: Learning Involves Seeing How Children Think about Numbers.. The Journal of staff development. 25(4). 28–32.1 indexed citations
Schifter, Deborah, et al.. (2002). Active Facilitation: What Do Facilitators Need To Know and How Might They Learn It?.. 8(1). 97–118.12 indexed citations
Schifter, Deborah. (1996). Reconstructing professional identities. Teachers College Press eBooks.9 indexed citations
13.
Schifter, Deborah. (1996). A Constructivist Perspective on Teaching and Learning Mathematics.. Phi Delta Kappan. 77(7). 492.41 indexed citations
14.
Schifter, Deborah. (1996). What's Happening in Math Class? Volume 1: Envisioning New Practices through Teacher Narratives. Series on School Reform..33 indexed citations
15.
Schifter, Deborah & Suzanne M. Wilson. (1996). Envisioning new practices through teacher narratives. Medical Entomology and Zoology.2 indexed citations
16.
Schifter, Deborah. (1994). Voicing the New Pedagogy: Teachers Write about Learning and Teaching Mathematics. Center for the Development of Teaching Paper Series..3 indexed citations
17.
Schifter, Deborah. (1993). Mathematics Process as Mathematics Content: A Course for Teachers.. The Journal of Mathematical Behavior. 12(3).14 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.