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 Douglas Carnine
Since
Specialization
Citations
This map shows the geographic impact of Douglas Carnine'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 Douglas Carnine with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Douglas Carnine more than expected).
This network shows the impact of papers produced by Douglas Carnine. 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 Douglas Carnine. The network helps show where Douglas Carnine may publish in the future.
Co-authorship network of co-authors of Douglas Carnine
This figure shows the co-authorship network connecting the top 25 collaborators of Douglas Carnine.
A scholar is included among the top collaborators of Douglas Carnine 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 Douglas Carnine. Douglas Carnine 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.
Trefil, J. S., et al.. (2005). McDougal Littell science.1 indexed citations
2.
Carnine, Douglas & Fran Lehr. (2005). Helping Your Child Learn Mathematics, with Activities for Children in Preschool through Grade 5. Revised..3 indexed citations
3.
Carnine, Douglas, et al.. (2001). Setting Learning Expectations for Students with Disabilities. (Mini-Series). School Psychology Review. 30(4). 466.5 indexed citations
4.
Carnine, Douglas, et al.. (2000). Comparing the Effects of Textbooks in Eighth-Grade U.S. History: Does Conceptual Organization Help?.. Education and Treatment of Children. 23(4). 387–422.14 indexed citations
Grossen, Bonnie & Douglas Carnine. (1996). Considerate Instruction Helps Students with Disabilities Achieve World Class Standards.. Teaching Exceptional Children. 28(4). 77–81.6 indexed citations
7.
Carnine, Douglas. (1995). Using Research to Bolster Student Learning.. The School Administrator. 52(6). 10.3 indexed citations
8.
Jitendra, Asha K., Edward J. Kameenui, & Douglas Carnine. (1994). An exploratory evaluation of dynamic assessment and the role of basals on comprehension of mathematical operations. Education and Treatment of Children. 17(2). 139–162.3 indexed citations
Carnine, Douglas. (1987). Videodisc Instruction in Fractions.. Focus on learning problems in mathematics. 9(1). 31–52.10 indexed citations
17.
Gersten, Russell & Douglas Carnine. (1986). Direct Instruction in Reading Comprehension.. Educational leadership. 43(7). 70–78.53 indexed citations
18.
Gersten, Russell & Douglas Carnine. (1981). Administrative and Supervisory Support Functions for the Implementation of Effective Educational Programs for Low Income Students..18 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.