Francis X. Archambault

742 total citations
26 papers, 563 citations indexed

About

Francis X. Archambault is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Francis X. Archambault has authored 26 papers receiving a total of 563 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 5 papers in Experimental and Cognitive Psychology and 3 papers in Social Psychology. Recurrent topics in Francis X. Archambault's work include Teacher Professional Development and Motivation (4 papers), Education, Achievement, and Giftedness (4 papers) and Teacher Education and Leadership Studies (3 papers). Francis X. Archambault is often cited by papers focused on Teacher Professional Development and Motivation (4 papers), Education, Achievement, and Giftedness (4 papers) and Teacher Education and Leadership Studies (3 papers). Francis X. Archambault collaborates with scholars based in United States and Nepal. Francis X. Archambault's co-authors include Karen L. Westberg, Scott W. Brown, Lynn M. Grattan, Paul J. Eslinger, Mark‐David Janus, Wanli Zhang, Christine L. Emmons, Jerrold S. Greenberg, Robert K. Gable and Robert G. St. Pierre and has published in prestigious journals such as Child Abuse & Neglect, Educational and Psychological Measurement and The Journal of Sex Research.

In The Last Decade

Francis X. Archambault

24 papers receiving 433 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Francis X. Archambault United States 11 238 180 114 95 87 26 563
William G. Masten United States 13 234 1.0× 127 0.7× 97 0.9× 151 1.6× 57 0.7× 35 561
Richard Kazelskis United States 12 199 0.8× 141 0.8× 152 1.3× 109 1.1× 33 0.4× 30 580
Larry M. Bolen United States 14 157 0.7× 93 0.5× 100 0.9× 133 1.4× 54 0.6× 41 468
Roland S. Persson Sweden 14 222 0.9× 165 0.9× 151 1.3× 129 1.4× 39 0.4× 53 587
Giselle B. Esquivel United States 13 177 0.7× 167 0.9× 132 1.2× 242 2.5× 37 0.4× 24 589
Sherry K. Bain United States 13 294 1.2× 173 1.0× 149 1.3× 143 1.5× 19 0.2× 35 610
James O. Rust United States 14 176 0.7× 55 0.3× 78 0.7× 150 1.6× 26 0.3× 39 462
Barbara Clark United States 7 291 1.2× 178 1.0× 77 0.7× 163 1.7× 17 0.2× 13 579
Raymond E. Webster United States 15 125 0.5× 41 0.2× 67 0.6× 173 1.8× 55 0.6× 36 447
Harald Valås Norway 8 244 1.0× 177 1.0× 210 1.8× 124 1.3× 20 0.2× 12 492

Countries citing papers authored by Francis X. Archambault

Since Specialization
Citations

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

Fields of papers citing papers by Francis X. Archambault

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Francis X. Archambault. 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 Francis X. Archambault. The network helps show where Francis X. Archambault may publish in the future.

Co-authorship network of co-authors of Francis X. Archambault

This figure shows the co-authorship network connecting the top 25 collaborators of Francis X. Archambault. A scholar is included among the top collaborators of Francis X. Archambault 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 Francis X. Archambault. Francis X. Archambault 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.
Archambault, Francis X., et al.. (2002). Developing Performance Assessments To Measure Teacher Competency in the Use of Educational Technology. American Educational Research Association Annual Meeting. 2002(1). 3 indexed citations
2.
Westberg, Karen L., Francis X. Archambault, & Scott W. Brown. (1997). A survey of classroom practices with third and fourth grade students in the United States. Gifted Education International. 12(1). 29–33. 14 indexed citations
3.
Archambault, Francis X., et al.. (1997). Persistence of Adult Women in a Community College Re-Entry Program.. 2 indexed citations
4.
Westberg, Karen L. & Francis X. Archambault. (1997). A Multi-Site Case Study of Successful Classroom Practices for High Ability Students. Gifted Child Quarterly. 41(1). 42–51. 34 indexed citations
5.
Janus, Mark‐David, et al.. (1995). Physical abuse in Canadian runaway adolescents. Child Abuse & Neglect. 19(4). 433–447. 67 indexed citations
6.
Archambault, Francis X., et al.. (1995). Running for Their Lives: Physical and Sexual Abuse of Runaway Adolescents. 10 indexed citations
7.
Grattan, Lynn M., et al.. (1994). Cognitive flexibility and empathy after frontal lobe lesion. 7(4). 251–259. 97 indexed citations
8.
Westberg, Karen L., et al.. (1993). The Classroom Practices Observation Study. journal for the education of the gifted. 16(2). 120–146. 82 indexed citations
9.
Archambault, Francis X.. (1993). Regular Classroom Practices with Gifted Students: Results of a National Survey of Classroom Teachers. Research Monograph 93102.. 82 indexed citations
10.
Archambault, Francis X., et al.. (1987). Role stress and perceived intensity of burnout among school psychologists. Psychology in the Schools. 24(3). 244–253. 26 indexed citations
11.
Archambault, Francis X., et al.. (1985). A Cross Validation of the Porter Needs Satisfaction Questionnaire for Educators. Educational and Psychological Measurement. 45(3). 683–688. 2 indexed citations
12.
Archambault, Francis X., et al.. (1984). A Survey of Teacher Preparation in Computer Education. Journal of Teacher Education. 35(1). 16–19. 8 indexed citations
13.
Archambault, Francis X., et al.. (1982). Angoff and Nedelsky Standard Setting Procedures: Implications for the Validity of Proficiency Test Score Interpretation. Educational and Psychological Measurement. 42(1). 247–255. 21 indexed citations
14.
Gable, Robert K., et al.. (1982). The Validity of Categorized Proficiency Test Scores. Educational and Psychological Measurement. 42(3). 869–876. 2 indexed citations
15.
Archambault, Francis X. & Robert G. St. Pierre. (1980). The Effect of Federal Policy on Services Delivered Through ESEA Title I. Educational Evaluation and Policy Analysis. 2(3). 33–46. 7 indexed citations
16.
Archambault, Francis X. & Robert G. St. Pierre. (1980). The Effect of Federal Policy on Services Delivered Through ESEA Title I. Educational Evaluation and Policy Analysis. 2(3). 33–33. 1 indexed citations
17.
Archambault, Francis X.. (1979). Remediation in Minimum Competency Testing. Education and Urban Society. 12(1). 31–46. 2 indexed citations
18.
Greenberg, Jerrold S. & Francis X. Archambault. (1973). Masturbation, self‐esteem and other variables∗. The Journal of Sex Research. 9(1). 41–51. 17 indexed citations
19.
Archambault, Francis X., et al.. (1972). An empirical investigation of a compact school day for first-grade children. Psychology in the Schools. 9(1). 4–8. 1 indexed citations
20.
Archambault, Francis X.. (1970). A Computerized Approach to Scoring Verbal Responses to the Torrance Tests of Creative Thinking.. 1 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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