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.
Professional Growth Among Preservice and Beginning Teachers
19921.4k citationsDona M. KaganReview of Educational Researchprofile →
This map shows the geographic impact of Dona M. Kagan'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 Dona M. Kagan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dona M. Kagan more than expected).
This network shows the impact of papers produced by Dona M. Kagan. 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 Dona M. Kagan. The network helps show where Dona M. Kagan may publish in the future.
Co-authorship network of co-authors of Dona M. Kagan
This figure shows the co-authorship network connecting the top 25 collaborators of Dona M. Kagan.
A scholar is included among the top collaborators of Dona M. Kagan 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 Dona M. Kagan. Dona M. Kagan 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.
Kagan, Dona M.. (1993). Snapshots from High School: Teachers' vs. Professors' Views.. Educational leadership. 50(6). 28–31.1 indexed citations
Kagan, Dona M.. (1988). Learning How to Program or Use Computers: A Review of Six Applied Studies.. Educational Technology archive. 28(3). 49–51.9 indexed citations
Kagan, Dona M.. (1988). Evaluating a Language Arts Program Designed to Teach Higher Level Thinking Skills.. Reading improvement. 25(1). 29–33.3 indexed citations
10.
Kagan, Dona M., et al.. (1988). Dispositional Stress, Family Environment, and Class Climate among College Teachers.. Journal of research and development in education. 21(2). 54–61.4 indexed citations
11.
Kagan, Dona M., et al.. (1987). Occupational Stress among Teachers.. Journal of research and development in education. 21(1). 69–75.24 indexed citations
Kagan, Dona M., et al.. (1984). Eating disorders among adolescents: patterns and prevalence.. PubMed. 19(73). 15–29.52 indexed citations
17.
Kagan, Dona M., et al.. (1984). Writing Style, Category Width, and Introductory FORTRAN.. Journal of research and development in education. 18(1). 7–11.5 indexed citations
18.
Kagan, Dona M., et al.. (1984). Compulsive Eating, Dieting, Stress, and Hostility among College Students.. Journal of College Student Personnel. 25(3).17 indexed citations
19.
Kagan, Dona M., et al.. (1984). Personality and learning BASIC.. Journal of instructional psychology.8 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.