Citations per year, relative to Elise Trumbull Elise Trumbull (= 1×)
peers
Curt Dudley‐Marling
Countries citing papers authored by Elise Trumbull
Since
Specialization
Citations
This map shows the geographic impact of Elise Trumbull'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 Elise Trumbull with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elise Trumbull more than expected).
This network shows the impact of papers produced by Elise Trumbull. 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 Elise Trumbull. The network helps show where Elise Trumbull may publish in the future.
Co-authorship network of co-authors of Elise Trumbull
This figure shows the co-authorship network connecting the top 25 collaborators of Elise Trumbull.
A scholar is included among the top collaborators of Elise Trumbull 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 Elise Trumbull. Elise Trumbull is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Trumbull, Elise, et al.. (2020). From Altered Perceptions to Altered Practice: Teachers Bridge Cultures in the Classroom.. The School community journal/School community journal. 30(1). 243–266.4 indexed citations
Trumbull, Elise, et al.. (2013). Professional Development on Formative Assessment Insights from Research and Practice. Issue Lab (Candid).6 indexed citations
5.
Trumbull, Elise & Carrie Rothstein‐Fisch. (2011). The Intersection of Culture and Achievement Motivation.. The School community journal/School community journal. 21(2). 25–53.50 indexed citations
Rothstein‐Fisch, Carrie & Elise Trumbull. (2008). Managing Diverse Classrooms: How to Build on Students' Cultural Strengths.42 indexed citations
8.
Nelson‐Barber, Sharon & Elise Trumbull. (2007). Making Assessment Practices Valid for Indigenous American Students.. The Journal of American Indian Education. 46(3). 132–147.39 indexed citations
9.
Zepeda, Marlene, Janet Gonzalez‐Mena, Carrie Rothstein‐Fisch, & Elise Trumbull. (2006). Bridging Cultures in Early Care and Education: A Training Module.1 indexed citations
10.
Trumbull, Elise, et al.. (2005). The Teacher's Guide to Diversity: Building a Knowledge Base. Volume II: Language..2 indexed citations
11.
Trumbull, Elise, et al.. (2005). Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development..29 indexed citations
12.
Trumbull, Elise, et al.. (2003). Parent involvement in schooling: According to whose values?. The School community journal/School community journal. 13(2). 45.60 indexed citations
Trumbull, Elise, Carrie Rothstein‐Fisch, Patricia M. Greenfield, & Blanca Quiroz. (2001). Bridging Cultures Between Home and School: A Guide for Teachers.98 indexed citations
18.
Trumbull, Elise, Carrie Rothstein‐Fisch, & Patricia M. Greenfield. (2000). Bridging Cultures in Our Schools: New Approaches That Work. Knowledge Brief..15 indexed citations
19.
Rothstein‐Fisch, Carrie, Patricia M. Greenfield, & Elise Trumbull. (1999). Bridging Cultures with Classroom Strategies.. Educational leadership. 56(7). 64–67.27 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.