Fadia Nasser

1.5k total citations
27 papers, 1.1k citations indexed

About

Fadia Nasser is a scholar working on Education, Statistics and Probability and Social Psychology. According to data from OpenAlex, Fadia Nasser has authored 27 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 6 papers in Statistics and Probability and 5 papers in Social Psychology. Recurrent topics in Fadia Nasser's work include Evaluation of Teaching Practices (5 papers), Advanced Statistical Modeling Techniques (4 papers) and Education, Achievement, and Giftedness (4 papers). Fadia Nasser is often cited by papers focused on Evaluation of Teaching Practices (5 papers), Advanced Statistical Modeling Techniques (4 papers) and Education, Achievement, and Giftedness (4 papers). Fadia Nasser collaborates with scholars based in Israel, United States and Norway. Fadia Nasser's co-authors include Barbara Fresko, Joseph M. Wisenbaker, Menucha Birenbaum, Tomone Takahashi, Knut A. Hagtvet, Jeri Benson, Curtis Tatsuoka and Kikumi K. Tatsuoka and has published in prestigious journals such as Teaching and Teacher Education, Learning and Instruction and Educational and Psychological Measurement.

In The Last Decade

Fadia Nasser

26 papers receiving 955 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Fadia Nasser Israel 17 508 245 179 166 151 27 1.1k
Darwin D. Hendel United States 17 484 1.0× 213 0.9× 84 0.5× 180 1.1× 88 0.6× 52 972
Lee M. Wolfle United States 17 588 1.2× 195 0.8× 64 0.4× 292 1.8× 100 0.7× 53 1.2k
Robert Pryor Australia 24 724 1.4× 472 1.9× 146 0.8× 202 1.2× 39 0.3× 77 1.7k
Elena C. Papanastasiou Cyprus 19 928 1.8× 251 1.0× 57 0.3× 102 0.6× 71 0.5× 71 1.4k
Joseph A. Rios United States 19 590 1.2× 251 1.0× 81 0.5× 224 1.3× 93 0.6× 49 1.4k
Phill Gagné United States 10 113 0.2× 153 0.6× 135 0.8× 103 0.6× 67 0.4× 20 775
Lawrence J. Stricker United States 22 391 0.8× 410 1.7× 276 1.5× 302 1.8× 73 0.5× 120 1.6k
Jeremy Burrus United States 19 401 0.8× 344 1.4× 193 1.1× 198 1.2× 27 0.2× 53 1.1k
Howard T. Everson United States 17 567 1.1× 215 0.9× 170 0.9× 357 2.2× 143 0.9× 52 1.6k
Jo‐Ida C. Hansen United States 18 362 0.7× 315 1.3× 126 0.7× 252 1.5× 16 0.1× 53 1.0k

Countries citing papers authored by Fadia Nasser

Since Specialization
Citations

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

Fields of papers citing papers by Fadia Nasser

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Fadia Nasser. 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 Fadia Nasser. The network helps show where Fadia Nasser may publish in the future.

Co-authorship network of co-authors of Fadia Nasser

This figure shows the co-authorship network connecting the top 25 collaborators of Fadia Nasser. A scholar is included among the top collaborators of Fadia Nasser 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 Fadia Nasser. Fadia Nasser 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.
Nasser, Fadia, et al.. (2010). Satisfaction with professional development: Relationship to teacher and professional development program characteristics. Procedia - Social and Behavioral Sciences. 2(2). 2739–2743. 5 indexed citations
2.
Birenbaum, Menucha, Fadia Nasser, & Curtis Tatsuoka. (2007). Effects of gender and ethnicity on fourth graders’ knowledge states in mathematics. International Journal of Mathematical Education in Science and Technology. 38(3). 301–319. 11 indexed citations
3.
Birenbaum, Menucha & Fadia Nasser. (2006). Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics. Learning and Instruction. 16(1). 26–40. 37 indexed citations
4.
Nasser, Fadia & Knut A. Hagtvet. (2006). MULTILEVEL ANALYSIS OF THE EFFECTS OF STUDENT AND INSTRUCTOR/COURSE CHARACTERISTICS ON STUDENT RATINGS. Research in Higher Education. 47(5). 559–590. 30 indexed citations
5.
Nasser, Fadia & Barbara Fresko. (2005). Predicting student ratings: the relationship between actual student ratings and instructors’ predictions. Assessment & Evaluation in Higher Education. 31(1). 1–18. 18 indexed citations
6.
Nasser, Fadia & Menucha Birenbaum. (2005). Modeling Mathematics Achievement of Jewish and Arab Eighth Graders in Israel: The Effects of Learner-Related Variables. Educational Research and Evaluation. 11(3). 277–302. 50 indexed citations
7.
Birenbaum, Menucha, Fadia Nasser, & Curtis Tatsuoka. (2005). Large-scale diagnostic assessment: Mathematics performance in two educational systems. Educational Research and Evaluation. 11(5). 487–507. 3 indexed citations
8.
Hagtvet, Knut A. & Fadia Nasser. (2004). How Well Do Item Parcels Represent Conceptually Defined Latent Constructs? A Two-Facet Approach. Structural Equation Modeling A Multidisciplinary Journal. 11(2). 168–193. 90 indexed citations
9.
10.
Nasser, Fadia & Barbara Fresko. (2003). The Contribution of Completing Degree Studies to Teachers' Professional Development in Israel. Educational Studies. 29(2-3). 179–193. 7 indexed citations
11.
Fresko, Barbara & Fadia Nasser. (2001). Interpreting student ratings: consultation, instructional modification, and attitudes towards course evaluation. Studies In Educational Evaluation. 27(4). 291–305. 25 indexed citations
12.
Wisenbaker, Joseph M., et al.. (1999). A Cross-Cultural Comparison of Path Models Relating Attitudes About and Achievement in Introductory Statistics Courses. 10 indexed citations
13.
Benson, Jeri & Fadia Nasser. (1998). On the Use of Factor Analysis as a Research Tool.. Korean Society for the Study of Vocational Education. 23(1). 13–33. 51 indexed citations
14.
Fresko, Barbara, et al.. (1997). Predicting teacher commitment. Teaching and Teacher Education. 13(4). 429–438. 116 indexed citations
15.
Nasser, Fadia, et al.. (1997). Student Evaluation of University Teaching: Structure and Relationship with Student Characteristics.. 1 indexed citations
16.
Nasser, Fadia, Tomone Takahashi, & Jeri Benson. (1997). The structure of test anxiety in israeli-arab high school students: An application of confirmatory factor analysis with miniscales. Anxiety Stress & Coping. 10(2). 129–151. 24 indexed citations
17.
Birenbaum, Menucha, Kikumi K. Tatsuoka, & Fadia Nasser. (1997). On Agreement of Diagnostic Classifications from Parallel Subtests: Score Reliability at the Micro Level. Educational and Psychological Measurement. 57(4). 541–558. 1 indexed citations
18.
Nasser, Fadia & Tomone Takahashi. (1996). An Application of Confirmatory Factor Analysis with Item Parcels for Testing the Structure of Test Anxiety among Israeli-Arab High School Students.. 5 indexed citations
19.
Takahashi, Tomone & Fadia Nasser. (1996). The Impact of Using Item Parcels on ad hoc Goodness of Fit Indices in Confirmatory Factor Analysis: An Empirical Example.. 16 indexed citations
20.
Birenbaum, Menucha & Fadia Nasser. (1994). On the Relationship between Test Anxiety and Test Performance.. Measurement and Evaluation in Counseling and Development. 27(1). 293–301. 40 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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