Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Citations per year, relative to Gary Sykes Gary Sykes (= 1×)
peers
Shirley M. Hord
Countries citing papers authored by Gary Sykes
Since
Specialization
Citations
This map shows the geographic impact of Gary Sykes'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 Gary Sykes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gary Sykes more than expected).
This network shows the impact of papers produced by Gary Sykes. 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 Gary Sykes. The network helps show where Gary Sykes may publish in the future.
Co-authorship network of co-authors of Gary Sykes
This figure shows the co-authorship network connecting the top 25 collaborators of Gary Sykes.
A scholar is included among the top collaborators of Gary Sykes 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 Gary Sykes. Gary Sykes 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.
Sykes, Gary, et al.. (2016). Eliciting Student Thinking: Definition, Research Support, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06..1 indexed citations
2.
Sykes, Gary, et al.. (2016). Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09..3 indexed citations
3.
Sykes, Gary & Suzanne M. Wilson. (2015). How Teachers Teach: Mapping the Terrain of Practice..5 indexed citations
4.
Sykes, Gary, et al.. (2009). Fifty Years of Federal Teacher Policy: An Appraisal..7 indexed citations
Darling‐Hammond, Linda & Gary Sykes. (2003). Meeting the "Highly Qualified Teacher" Challenge.. Teacher education & practice. 16(4). 331–354.8 indexed citations
8.
Arsen, David, David N. Plank, & Gary Sykes. (2001). A Work in Progress: Michigan's Potent Combination of Interdistrict Choice and Charter Schooling Is Forcing Traditional Public Schools to Take Notice. Whether They Respond Is Often a Different Story. (Forum). Education next. 1(4). 14.3 indexed citations
9.
Plank, David N., David Arsen, & Gary Sykes. (2000). Charter Schools and Private Profits.. The School Administrator. 57(5). 12.8 indexed citations
Sykes, Gary. (1996). Reform of and as Professional Development. Phi Delta Kappan. 77(7). 464.125 indexed citations
12.
Sykes, Gary & Donald Warren. (1991). Present Views of Teachers Past. Educational Researcher. 20(1). 31–31.1 indexed citations
13.
Sykes, Gary. (1990). Learning to Teach with Cases. Journal of Policy Analysis and Management. 9(2). 297–297.11 indexed citations
14.
Sykes, Gary, et al.. (1988). Making the case for professionalism. 2. 1–3.22 indexed citations
15.
Sykes, Gary. (1983). Caring about Teachers. Response to Donna Kerr.. Teachers College Record The Voice of Scholarship in Education. 84(3).1 indexed citations
16.
Sykes, Gary. (1983). Contradictions, Ironies, and Promises Unfulfilled: A Contemporary Account of the Status of Teaching. Phi Delta Kappan. 65(2). 87–93.33 indexed citations
17.
Sykes, Gary. (1983). Teacher Preparation and the Teacher Workforce: Problems and Prospects for the 80s.. American education. 19(2). 23–29.8 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.