Francesca López

1.4k total citations
48 papers, 792 citations indexed

About

Francesca López is a scholar working on Education, Sociology and Political Science and Linguistics and Language. According to data from OpenAlex, Francesca López has authored 48 papers receiving a total of 792 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 13 papers in Sociology and Political Science and 12 papers in Linguistics and Language. Recurrent topics in Francesca López's work include Parental Involvement in Education (13 papers), School Choice and Performance (13 papers) and Multilingual Education and Policy (12 papers). Francesca López is often cited by papers focused on Parental Involvement in Education (13 papers), School Choice and Performance (13 papers) and Multilingual Education and Policy (12 papers). Francesca López collaborates with scholars based in United States and Spain. Francesca López's co-authors include Martin Scanlan, Jamaal S. Matthews, Elizabeth H. McEneaney, Lucrecia Santibáñez, Martina Nieswandt, Julian Vasquez Heilig, Rachael Gabriel, Christina E. Newhill, Mildred Boveda and Joshua M. Rosenberg and has published in prestigious journals such as Journal of Chromatography A, Review of Educational Research and Educational Psychologist.

In The Last Decade

Francesca López

45 papers receiving 736 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Francesca López United States 15 564 197 176 144 120 48 792
Kara Mitchell Viesca United States 12 391 0.7× 240 1.2× 111 0.6× 37 0.3× 106 0.9× 30 553
Cathie Jordan United States 9 558 1.0× 227 1.2× 187 1.1× 114 0.8× 66 0.6× 13 775
Pam Gilbert Australia 15 405 0.7× 230 1.2× 77 0.4× 105 0.7× 283 2.4× 30 785
Deborah A Byrnes United States 16 444 0.8× 173 0.9× 118 0.7× 60 0.4× 86 0.7× 53 748
Joan Wink United States 6 442 0.8× 132 0.7× 113 0.6× 88 0.6× 115 1.0× 14 613
Shernaz B. García United States 16 696 1.2× 199 1.0× 136 0.8× 189 1.3× 73 0.6× 38 940
Elizabeth Dutro United States 18 529 0.9× 334 1.7× 84 0.5× 109 0.8× 241 2.0× 46 789
Mary Louise Gómez United States 18 863 1.5× 429 2.2× 86 0.5× 64 0.4× 132 1.1× 43 1.1k
Guida de Abreu United Kingdom 18 432 0.8× 245 1.2× 104 0.6× 74 0.5× 36 0.3× 44 763
David G. O’Brien United States 14 636 1.1× 229 1.2× 46 0.3× 329 2.3× 276 2.3× 40 959

Countries citing papers authored by Francesca López

Since Specialization
Citations

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

Fields of papers citing papers by Francesca López

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Francesca López

This figure shows the co-authorship network connecting the top 25 collaborators of Francesca López. A scholar is included among the top collaborators of Francesca López 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 Francesca López. Francesca López 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.
López, Francesca & Jessica T. DeCuir‐Gunby. (2025). Methodological and theoretical guidance: Moving educational psychology towards anti-racist bodies of knowledge. Contemporary Educational Psychology. 80. 102337–102337. 1 indexed citations
2.
3.
Gabriel, Rachael & Francesca López. (2024). The role of asset-based pedagogy in an interactive view of reading. Educational Psychologist. 59(4). 233–249. 7 indexed citations
4.
López, Francesca. (2023). How can educational psychology inform policy?. Educational Psychologist. 58(4). 278–283. 2 indexed citations
5.
López, Francesca. (2022). Can educational psychology be harnessed to make changes for the greater good?. Educational Psychologist. 57(2). 114–130. 39 indexed citations
6.
López, Francesca. (2019). How Educational Settings Inform Latino Student Identity and Achievement. Policy Insights from the Behavioral and Brain Sciences. 6(2). 170–177. 2 indexed citations
7.
López, Francesca, et al.. (2019). A decade after institutionalization: educators’ perspectives of structured English immersion. Language Policy. 18(3). 431–453. 7 indexed citations
8.
Matthews, Jamaal S. & Francesca López. (2018). Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children. Contemporary Educational Psychology. 57. 72–86. 64 indexed citations
9.
López, Francesca & Lucrecia Santibáñez. (2018). Teacher preparation for emergent bilingual students: Implications of evidence for policy. Education Policy Analysis Archives. 26. 36–36. 20 indexed citations
10.
López, Francesca. (2017). Altering the Trajectory of the Self-Fulfilling Prophecy. Journal of Teacher Education. 68(2). 193–212. 117 indexed citations
11.
López, Francesca, et al.. (2015). Impacts of Arizona’s SB 1070 on Mexican American Students’ Stress, School Attachment, and Grades. Education Policy Analysis Archives. 23. 42–42. 9 indexed citations
12.
López, Francesca, et al.. (2014). Language Modeling and Reading Achievement: Variations Across Different Types of Language Instruction Programs. Reading & Writing Quarterly. 31(1). 1–29. 6 indexed citations
13.
McEneaney, Elizabeth H., Francesca López, & Martina Nieswandt. (2014). Instructional models for the acquisition of English as bridges into school science: effects on the science achievement of U.S. Hispanic English language learners. Learning Environments Research. 17(3). 305–318. 7 indexed citations
14.
López, Francesca, et al.. (2013). A Story within a Story: Culturally Responsive Schooling and American Indian and Alaska Native Achievement in the National Indian Education Study. American Journal of Education. 119(4). 513–538. 15 indexed citations
15.
López, Francesca, et al.. (2013). Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications. Education Policy Analysis Archives. 21. 20–20. 38 indexed citations
16.
Scanlan, Martin & Francesca López. (2012). ¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students. Educational Administration Quarterly. 48(4). 583–625. 77 indexed citations
17.
López, Francesca. (2010). Identity and Motivation among Hispanic English Language Learners in Disparate Educational Contexts.. Education Policy Analysis Archives. 18(16). 1–33. 13 indexed citations
18.
López, Francesca. (2010). Identity and Motivation Among Hispanic ELLs. Education Policy Analysis Archives. 18. 16–16. 16 indexed citations
19.
López, Francesca. (2008). Educational Policy and Scholastic Competence Among English Language Learners. UA Campus Repository (The University of Arizona). 2 indexed citations
20.
Rosell, Mònica, et al.. (1993). Determination of chlorinated insecticides in blood samples of agricultural workers. Journal of Chromatography A. 655(1). 151–154. 11 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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