Emily J. Klein

865 total citations
33 papers, 487 citations indexed

About

Emily J. Klein is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Emily J. Klein has authored 33 papers receiving a total of 487 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 8 papers in Sociology and Political Science and 5 papers in Developmental and Educational Psychology. Recurrent topics in Emily J. Klein's work include Teacher Education and Leadership Studies (18 papers), Collaborative Teaching and Inclusion (7 papers) and Educator Training and Historical Pedagogy (5 papers). Emily J. Klein is often cited by papers focused on Teacher Education and Leadership Studies (18 papers), Collaborative Teaching and Inclusion (7 papers) and Educator Training and Historical Pedagogy (5 papers). Emily J. Klein collaborates with scholars based in United States and Australia. Emily J. Klein's co-authors include Monica Taylor, Linda Abrams, Cynthia Onore, Joseph P. McDonald, Kathryn Strom, Aleksandra Hollingshead, Rachel Forgasz, Reva Jaffe‐Walter and Jennifer Golbeck and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and International Journal of Science Education.

In The Last Decade

Emily J. Klein

32 papers receiving 427 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emily J. Klein United States 12 402 89 79 50 43 33 487
Helma Oolbekkink-Marchand Netherlands 13 443 1.1× 74 0.8× 98 1.2× 53 1.1× 44 1.0× 32 546
Coral Mitchell Canada 10 473 1.2× 48 0.5× 119 1.5× 44 0.9× 79 1.8× 19 554
Frank Crowther Australia 10 568 1.4× 41 0.5× 87 1.1× 30 0.6× 62 1.4× 22 664
Virginie März Belgium 13 427 1.1× 107 1.2× 80 1.0× 62 1.2× 78 1.8× 39 523
Marnie W. Curry United States 8 382 1.0× 75 0.8× 78 1.0× 23 0.5× 59 1.4× 12 439
Corrie Giles United States 9 443 1.1× 50 0.6× 84 1.1× 24 0.5× 81 1.9× 13 521
Petra Ponte Netherlands 15 556 1.4× 115 1.3× 137 1.7× 130 2.6× 71 1.7× 46 651
Gayle Moller United States 6 678 1.7× 36 0.4× 81 1.0× 36 0.7× 47 1.1× 11 729
Rebecca DuFour 6 448 1.1× 36 0.4× 129 1.6× 47 0.9× 70 1.6× 10 543
Jane B. Huffman United States 13 598 1.5× 36 0.4× 177 2.2× 66 1.3× 85 2.0× 19 665

Countries citing papers authored by Emily J. Klein

Since Specialization
Citations

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

Fields of papers citing papers by Emily J. Klein

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily J. Klein. 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 Emily J. Klein. The network helps show where Emily J. Klein may publish in the future.

Co-authorship network of co-authors of Emily J. Klein

This figure shows the co-authorship network connecting the top 25 collaborators of Emily J. Klein. A scholar is included among the top collaborators of Emily J. Klein 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 Emily J. Klein. Emily J. Klein 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.
Klein, Emily J. & Jennifer Golbeck. (2024). A Lexicon for Studying Radicalization in Incel Communities. 262–267. 1 indexed citations
2.
Klein, Emily J. & Monica Taylor. (2021). Editorial Statement. The Educational Forum. 85(3). 235–238. 1 indexed citations
3.
Klein, Emily J., Monica Taylor, & Rachel Forgasz. (2019). Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education. 4(2). 2 indexed citations
4.
Taylor, Monica, et al.. (2019). Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice. Professional Development in Education. 45(3). 472–487. 19 indexed citations
5.
Klein, Emily J., et al.. (2018). Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework. Teacher education quarterly (Claremont, Calif.). 45(2). 89–112. 12 indexed citations
6.
Klein, Emily J. & Monica Taylor. (2017). Formadores De Docentes Que Se Esfuerzan Por Explicitar Lo Complejo De La Prácticadistanciando La Enseñanza Utilizando Videos. Studying Teacher Education. 2 indexed citations
7.
Klein, Emily J. & Monica Taylor. (2017). Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video. Studying Teacher Education. 13(3). 312–330. 5 indexed citations
8.
Klein, Emily J., Monica Taylor, Cynthia Onore, Kathryn Strom, & Linda Abrams. (2016). Exploring Inquiry in the Third Space: Case Studies of a Year in an Urban Teacher-Residency Program. The New Educator. 12(3). 243–268. 12 indexed citations
9.
Klein, Emily J., et al.. (2015). Scaling up Teacher Professional Learning: How to Grow Teacher Knowledge while Growing School Networks. SHILAP Revista de lepidopterología. 18(2). 3 indexed citations
10.
Taylor, Monica & Emily J. Klein. (2015). A Year in the Life of a Third Space Urban Teacher Residency. SensePublishers eBooks. 8 indexed citations
11.
Taylor, Monica, Emily J. Klein, & Linda Abrams. (2014). Tensions of Reimagining Our Roles as Teacher Educators in a Third Space: Revisiting a Co/autoethnography Through a Faculty Lens. Studying Teacher Education. 10(1). 3–19. 67 indexed citations
12.
Klein, Emily J. & Aleksandra Hollingshead. (2014). Collaboration Between Special and Physical Education. Teaching Exceptional Children. 47(3). 163–171. 12 indexed citations
13.
Klein, Emily J., et al.. (2011). Wearing the “Student Hat”: Experiential Professional Development in Expeditionary Learning Schools. Journal of Experiential Education. 34(1). 35–54. 25 indexed citations
14.
Taylor, Monica, et al.. (2011). Changing leadership: Teachers lead the way for schools that learn. Teaching and Teacher Education. 27(5). 920–929. 74 indexed citations
15.
Klein, Emily J., et al.. (2010). Environmental Education in Action: How Expeditionary Learning Schools Support Classroom Teachers in Tackling Issues of Sustainability. Teacher education quarterly (Claremont, Calif.). 37(4). 119–137. 18 indexed citations
16.
Klein, Emily J., et al.. (2009). Putting Professional Development into Practice: A Framework for How Teachers in Expeditionary Learning Schools Implement Professional Development.. Teacher education quarterly (Claremont, Calif.). 36(4). 61–80. 10 indexed citations
17.
Klein, Emily J.. (2007). Rethinking Professional Development: Building a Culture of Teacher Learning. The New Educator. 3(3). 179–197. 8 indexed citations
18.
Klein, Emily J., et al.. (2007). Mingling 'Fact'with 'Fiction': Strategies for Integrating Literature into History and Social Studies Classrooms. 40(3). 397–406. 7 indexed citations
19.
McDonald, Joseph P. & Emily J. Klein. (2003). Networking for Teacher Learning: Toward a Theory of Effective Design. Teachers College Record The Voice of Scholarship in Education. 105(8). 1606–1621. 5 indexed citations
20.
Taylor, Monica & Emily J. Klein. (2001). Dislodging Patriarchal and Academic Boundaries: Dialoguing on Trauma Through Text. Digital Scholarship - UNLV (University of Nevada Reno). 19(1). 5.

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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