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.
Citations per year, relative to Diana Heß Diana Heß (= 1×)
peers
Nadine Dolby
Countries citing papers authored by Diana Heß
Since
Specialization
Citations
This map shows the geographic impact of Diana Heß'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 Diana Heß with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Diana Heß more than expected).
This network shows the impact of papers produced by Diana Heß. 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 Diana Heß. The network helps show where Diana Heß may publish in the future.
Co-authorship network of co-authors of Diana Heß
This figure shows the co-authorship network connecting the top 25 collaborators of Diana Heß.
A scholar is included among the top collaborators of Diana Heß 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 Diana Heß. Diana Heß is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Heß, Diana & Paula McAvoy. (2014). Should Teachers Help Students Develop Partisan Identities. Social Education. 78(6). 293–297.9 indexed citations
2.
McAvoy, Paula & Diana Heß. (2014). Debates and Conversations: From the Ground Up.. Educational leadership. 72(3). 48–53.3 indexed citations
Heß, Diana. (2008). Democratic Education to Reduce the Divide.. Social Education. 72(7). 373–376.14 indexed citations
8.
Heß, Diana. (2007). From Banished to Brother Outsider, Miss Navajo to an Inconvenient Truth: Documentary Films as Perspective-Laden Narratives. Social Education. 71(4). 194.25 indexed citations
9.
Heß, Diana & Jeremy Stoddard. (2007). 9/11 and Terrorism: "The Ultimate Teachable Moment" in Textbooks and Supplemental Curricula. Social Education. 71(5). 231.23 indexed citations
10.
Heß, Diana. (2006). Should Intelligent Design Be Taught in Social Studies Courses. Social Education. 70(1). 8–13.3 indexed citations
11.
Heß, Diana. (2006). Identifying and Teaching against Misconceptions: Six Common Mistakes about the Supreme Court.. Social Education. 70(6). 337–342.3 indexed citations
12.
Heß, Diana. (2005). How Do Teachers' Political Views Influence Teaching about Controversial Issues?. Social Education. 69(1). 47.92 indexed citations
Heß, Diana. (2004). Beyond Guest Speakers: This Inaugural Column about Democracy Education Explains How to Involve Politicians, Political Activists, and Candidates in Interactive Lessons to Maximize Student Engagement and Learning. Social Education. 68(5). 347.2 indexed citations
15.
Heß, Diana & Julie R. Posselt. (2002). How High School Students Experience and Learn from the Discussion of Controversial Public Issues.. Journal of curriculum and supervision. 17(4). 283–314.101 indexed citations
16.
Heß, Diana & Anand R. Marri. (2002). Which Cases Should We Teach. (Cases, Controversy, and the Court). Social Education. 66(1). 53.1 indexed citations
Heß, Diana. (2000). Developing Strong Voters through Democratic Deliberation. Social Education. 64(5). 293.5 indexed citations
20.
Heß, Diana. (1997). Violence Prevention and Service Learning.. Social Education. 61(5).4 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.