Doris A. Santoro

774 total citations
27 papers, 481 citations indexed

About

Doris A. Santoro is a scholar working on Education, Sociology and Political Science and Social Psychology. According to data from OpenAlex, Doris A. Santoro has authored 27 papers receiving a total of 481 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 9 papers in Sociology and Political Science and 6 papers in Social Psychology. Recurrent topics in Doris A. Santoro's work include Teacher Education and Leadership Studies (8 papers), Education and Critical Thinking Development (7 papers) and Communication in Education and Healthcare (4 papers). Doris A. Santoro is often cited by papers focused on Teacher Education and Leadership Studies (8 papers), Education and Critical Thinking Development (7 papers) and Communication in Education and Healthcare (4 papers). Doris A. Santoro collaborates with scholars based in United States and Canada. Doris A. Santoro's co-authors include J. R. Hazel, Charles Dorn, Michele S. Moses, Lawrence Blum, Andrene J. Castro and Clare Bates Congdon and has published in prestigious journals such as Teachers College Record The Voice of Scholarship in Education, Phi Delta Kappan and American Journal of Education.

In The Last Decade

Doris A. Santoro

25 papers receiving 430 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Doris A. Santoro United States	11	345	145	71	57	49	27	481
Barbara S. Stengel United States	8	231 0.7×	127 0.9×	46 0.6×	37 0.6×	37 0.8×	40	380
Bryan R. Warnick United States	11	256 0.7×	159 1.1×	66 0.9×	32 0.6×	43 0.9×	46	414
Hanan A. Alexander Israel	10	217 0.6×	129 0.9×	22 0.3×	42 0.7×	33 0.7×	52	339
Dimitri Van Maele Belgium	9	394 1.1×	79 0.5×	159 2.2×	35 0.6×	15 0.3×	15	553
Ming Fang He United States	10	431 1.2×	200 1.4×	30 0.4×	23 0.4×	26 0.5×	29	569
Jean-Yves Rochex France	12	311 0.9×	338 2.3×	85 1.2×	44 0.8×	79 1.6×	45	540
Julianne Moss Australia	15	428 1.2×	166 1.1×	30 0.4×	16 0.3×	50 1.0×	79	608
Vivienne Griffiths United Kingdom	10	331 1.0×	119 0.8×	56 0.8×	15 0.3×	18 0.4×	29	472
Alyssa Hadley Dunn United States	13	406 1.2×	239 1.6×	52 0.7×	9 0.2×	41 0.8×	31	501
Wolfgang Althof United States	7	352 1.0×	190 1.3×	54 0.8×	30 0.5×	26 0.5×	15	481

Countries citing papers authored by Doris A. Santoro

Since Specialization

Citations

This map shows the geographic impact of Doris A. Santoro'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 Doris A. Santoro with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Doris A. Santoro more than expected).

Fields of papers citing papers by Doris A. Santoro

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Doris A. Santoro. 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 Doris A. Santoro. The network helps show where Doris A. Santoro may publish in the future.

Co-authorship network of co-authors of Doris A. Santoro

This figure shows the co-authorship network connecting the top 25 collaborators of Doris A. Santoro. A scholar is included among the top collaborators of Doris A. Santoro 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 Doris A. Santoro. Doris A. Santoro is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Castro, Andrene J., et al.. (2023). Shifting the Gaze: Examining Contextual Factors Influencing Teacher Morale in Suburban Schools. American Journal of Education. 130(1). 61–87. 3 indexed citations

Santoro, Doris A.. (2022). Teacher Education in the Contact Zone: The Integrity of Recruiting Educators of Color Within the Context of the Bad Character of Schools. Philosophy of education. 78(1). 137–149. 1 indexed citations

Santoro, Doris A. & J. R. Hazel. (2022). Demoralization and Remoralization: The Power of Creating Space for Teachers’ Moral Centres. Érudit (Université de Montréal). 29(1). 16–16. 4 indexed citations

Santoro, Doris A., et al.. (2019). Living with Moral Disagreement: The Enduring Controversy about Affirmative Action. Educational Theory. 69(3). 355–370. 3 indexed citations

Santoro, Doris A., et al.. (2018). Principled Resistance: How Teachers Resolve Ethical Dilemmas. 14 indexed citations

Santoro, Doris A.. (2018). Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay. 66 indexed citations

Santoro, Doris A.. (2016). Cassandra in the Classroom: Teaching and Moral Madness. Studies in Philosophy and Education. 36(1). 49–60. 16 indexed citations

Santoro, Doris A.. (2016). Teachers’ expressions of craft conscience: upholding the integrity of a profession. Teachers and Teaching. 23(6). 750–761. 28 indexed citations

Santoro, Doris A.. (2016). Review of Claudia W. Ruitenberg, Unlocking the World: Education in an Ethic of Hospitality. Studies in Philosophy and Education. 35(5). 529–532. 2 indexed citations

10.

Santoro, Doris A., et al.. (2015). Philosophy Pursued Through Empirical Research: Introduction to the Special Issue. Studies in Philosophy and Education. 34(2). 115–124. 12 indexed citations

11.

Santoro, Doris A., et al.. (2015). Visualizing teacher tweets: Finding professional learning networks in topical networks. Proceedings of the Association for Information Science and Technology. 52(1). 1–3. 1 indexed citations

12.

Santoro, Doris A.. (2015). “Something Funny” about Conserving Humanity and Teaching: Lessons from the Blues. Philosophy of education. 71. 135–138. 2 indexed citations

13.

Santoro, Doris A., et al.. (2015). Review of Gert J.J. Biesta, The Beautiful Risk of Education. Studies in Philosophy and Education. 34(4). 413–418. 2 indexed citations

14.

Santoro, Doris A.. (2013). “I Was Becoming Increasingly Uneasy About the Profession and What Was Being Asked of Me”: Preserving Integrity in Teaching. Curriculum Inquiry. 43(5). 563–587. 35 indexed citations

15.

Santoro, Doris A.. (2011). Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work. American Journal of Education. 118(1). 1–23. 174 indexed citations

16.

Santoro, Doris A., et al.. (2011). Teaching's Conscientious Objectors: Principled Leavers of High-Poverty Schools. Teachers College Record The Voice of Scholarship in Education. 113(12). 2670–2704. 62 indexed citations

17.

Santoro, Doris A.. (2010). Review of Sharon Todd, Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism. Studies in Philosophy and Education. 30(3). 303–310. 2 indexed citations

18.

Santoro, Doris A.. (2009). Teaching to Save the World: Avoiding Circles of Certainty in Social Justice Education. Philosophy of education. 65. 241–249. 1 indexed citations

19.

Santoro, Doris A.. (2008). To Form a More Perfect Union: Citizenship and the Marriage of Sophie and Emile. Philosophy of education. 64. 365–367. 1 indexed citations

20.

Santoro, Doris A., et al.. (2002). Thinking What We Cannot See: Performance, Education, and the Value of the Invisible. Philosophy of education. 58. 114–121. 2 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.

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