Doris L. Redfield

839 total citations
22 papers, 617 citations indexed

About

Doris L. Redfield is a scholar working on Education, Experimental and Cognitive Psychology and General Health Professions. According to data from OpenAlex, Doris L. Redfield has authored 22 papers receiving a total of 617 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 4 papers in Experimental and Cognitive Psychology and 3 papers in General Health Professions. Recurrent topics in Doris L. Redfield's work include Teacher Education and Leadership Studies (4 papers), Educational Assessment and Pedagogy (3 papers) and School Choice and Performance (3 papers). Doris L. Redfield is often cited by papers focused on Teacher Education and Leadership Studies (4 papers), Educational Assessment and Pedagogy (3 papers) and School Choice and Performance (3 papers). Doris L. Redfield collaborates with scholars based in United States. Doris L. Redfield's co-authors include Elaine W. Rousseau, Darrell L. Sabers, Paula L. Stillman, David R. Brown, Richard L. Miller, Robert E. Simpson, Brian W. Johnson, Steven M. Ross, Kevin R. Hughes and Carl R. Martray and has published in prestigious journals such as PEDIATRICS, Review of Educational Research and Academic Medicine.

In The Last Decade

Doris L. Redfield

16 papers receiving 496 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Doris L. Redfield United States	9	304	155	111	98	98	22	617
Kinnard White United States	11	149 0.5×	63 0.4×	80 0.7×	62 0.6×	76 0.8×	28	435
Denise Stockley Canada	11	341 1.1×	321 2.1×	165 1.5×	225 2.3×	140 1.4×	51	810
Robert Cantwell Australia	15	346 1.1×	92 0.6×	149 1.3×	132 1.3×	45 0.5×	42	669
Meredith DiPietro United States	9	292 1.0×	86 0.6×	59 0.5×	109 1.1×	33 0.3×	11	507
Maria Weurlander Sweden	14	359 1.2×	143 0.9×	76 0.7×	80 0.8×	40 0.4×	36	629
Ting Dong United States	13	105 0.3×	282 1.8×	73 0.7×	96 1.0×	87 0.9×	27	492
Marjolein Heijne-Penninga Netherlands	8	155 0.5×	160 1.0×	46 0.4×	41 0.4×	56 0.6×	23	375
Helen Jossberger Germany	9	189 0.6×	86 0.6×	39 0.4×	116 1.2×	46 0.5×	20	396
Angela M. Lui United States	10	543 1.8×	204 1.3×	33 0.3×	103 1.1×	32 0.3×	13	730
Svetlana A. Beltyukova United States	9	239 0.8×	59 0.4×	46 0.4×	71 0.7×	13 0.1×	23	439

Countries citing papers authored by Doris L. Redfield

Since Specialization

Citations

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

Fields of papers citing papers by Doris L. Redfield

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Doris L. Redfield

This figure shows the co-authorship network connecting the top 25 collaborators of Doris L. Redfield. A scholar is included among the top collaborators of Doris L. Redfield 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 L. Redfield. Doris L. Redfield 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

Ross, Steven M., et al.. (2006). Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study. School Effectiveness and School Improvement. 17(3). 367–397. 29 indexed citations

Redfield, Doris L., et al.. (2004). Establishing a High School on a College Campus: A Planning Tool..

Redfield, Doris L., et al.. (2003). How Are Rural Districts Meeting the Teacher Quality Requirements of No Child Left Behind. 25 indexed citations

Redfield, Doris L.. (2001). Critical Issues in Large-Scale Assessment: A Resource Guide.. 3 indexed citations

Redfield, Doris L.. (1990). Evaluating the Broad Educational Impact of an Arts Education Program: The Case of the Music Center of Los Angeles County's Artists-in-Residence Program.. 4 indexed citations

Hughes, Kevin R., Doris L. Redfield, & Carl R. Martray. (1989). The Children's Academic Motivation Inventory: A Research Note on Psychometric Properties. Measurement and Evaluation in Counseling and Development. 22(3). 137–142. 2 indexed citations

Redfield, Doris L.. (1989). The Role of Student Outcomes in Dual Purpose Teacher Evaluation Systems: A Model for Meeting Top Down and Bottom Up Needs..

Redfield, Doris L. & James R. Craig. (1987). Identifying and Documenting Student Outcomes for Use in the Evaluation of Teachers When Standardized Achievement Tests Do Not Apply..

Redfield, Doris L.. (1987). Expected Student Achievement as a Potential Factor for Assessing Teacher Effectiveness.. 1 indexed citations

10.

Redfield, Doris L.. (1987). A Comparison of the Perspectives of Teachers, Students, Parents, and Principals Concerning the Influences of Teaching on Students and the Use of Student Outcomes To Evaluate Teaching.. 1 indexed citations

11.

Redfield, Doris L., John L. Holt, & Carl R. Martray. (1987). The Prose Quantification System for Evaluating the Creative Quality of Prose: a Construct Validation Study. Journal of Psychoeducational Assessment. 5(1). 67–75. 1 indexed citations

12.

Redfield, Doris L., et al.. (1985). Abstract: Creativity in Expressive Language: The Development of a Scoring System. The Journal of Creative Behavior. 19(2). 141–141. 1 indexed citations

13.

Johnson, Brian W., Doris L. Redfield, Richard L. Miller, & Robert E. Simpson. (1983). The Coopersmith Self-Esteem Inventory: A Construct Validation Study. Educational and Psychological Measurement. 43(3). 907–913. 68 indexed citations

14.

Redfield, Doris L.. (1981). A Comparison of the Effects of Using Various Types of Worksheets on Pupil Achievement..

15.

Redfield, Doris L. & Elaine W. Rousseau. (1981). A Meta-Analysis of Experimental Research on Teacher Questioning Behavior. Review of Educational Research. 51(2). 237–237. 14 indexed citations

16.

Rousseau, Elaine W. & Doris L. Redfield. (1980). Teacher questioning. 4. 51–52. 3 indexed citations

17.

Stillman, Paula L., et al.. (1977). Testing physical diagnosis skills with videotape. Academic Medicine. 52(11). 942–3. 3 indexed citations

18.

Stillman, Paula L., Darrell L. Sabers, & Doris L. Redfield. (1977). Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study. PEDIATRICS. 60(2). 165–169. 64 indexed citations

19.

Stillman, Paula L., David R. Brown, Doris L. Redfield, & Darrell L. Sabers. (1977). Construct Validation of the Arizona Clinical Interview Rating Scale. Educational and Psychological Measurement. 37(4). 1031–1038. 81 indexed citations

20.

Stillman, Paula L., Darrell L. Sabers, & Doris L. Redfield. (1976). The Use of Paraprofessionals To Teach Interviewing Skills. PEDIATRICS. 57(5). 769–774. 67 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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