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.
Core Practices and Pedagogies of Teacher Education
2013474 citationsMorva McDonald, Elham Kazemi et al.Journal of Teacher Educationprofile →
Keeping It Complex
2013418 citationsMagdalene Lampert, Megan L. Franke et al.Journal of Teacher Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Elham Kazemi'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 Elham Kazemi with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elham Kazemi more than expected).
This network shows the impact of papers produced by Elham Kazemi. 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 Elham Kazemi. The network helps show where Elham Kazemi may publish in the future.
Co-authorship network of co-authors of Elham Kazemi
This figure shows the co-authorship network connecting the top 25 collaborators of Elham Kazemi.
A scholar is included among the top collaborators of Elham Kazemi 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 Elham Kazemi. Elham Kazemi is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kazemi, Elham & Corey Drake. (2018). How Can Understanding Student Experience in the Mathematics Classroom Enrich, Challenge, and Help Us Improve Our Own Learning as Teacher Educators and Researchers?.. Proceedings of the ... PME Conference.1 indexed citations
Kazemi, Elham, et al.. (2015). Learning to teach within practice-based methods courses. Mathematics teacher education and development. 17(2). 125–145.24 indexed citations
10.
Kazemi, Elham, et al.. (2014). Talking about Math.. Educational leadership. 72(3). 36–40.1 indexed citations
11.
McDonald, Morva, Elham Kazemi, & Sarah Schneider Kavanagh. (2013). Core Practices and Pedagogies of Teacher Education. Journal of Teacher Education. 64(5). 378–386.474 indexed citations breakdown →
12.
Horn, Ilana Seidel, et al.. (2012). Designs for Simultaneous Renewal in University- Public School Partnerships: Hitting the "Sweet Spot". Teacher education quarterly (Claremont, Calif.). 39(3). 127–141.14 indexed citations
13.
Barton, Bill, et al.. (2009). Being Mathematical, Holding Mathematics: Further Steps in Mathematical Knowledge for Teaching 3.8 indexed citations
Kazemi, Elham, Megan L. Franke, & Magdalene Lampert. (2009). Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction.130 indexed citations
16.
Dutro, Elizabeth, et al.. (2006). About Your Color, That's Personal: A Critical Discourse Analysis of Race and Resistance in Urban Elementary Classroom..
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.