Glenda Moss
About
In The Last Decade
Glenda Moss
22 papers receiving 190 citations
Peers
Comparison fields: 5 of 53
- Education 171
- Sociology and Political Science 67
- Literature and Literary Theory 44
- Developmental and Educational Psychology 25
- General Agricultural and Biological Sciences 17
Countries citing papers authored by Glenda Moss
This map shows the geographic impact of Glenda Moss'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 Glenda Moss with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Glenda Moss more than expected).
Fields of papers citing papers by Glenda Moss
This network shows the impact of papers produced by Glenda Moss. 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 Glenda Moss. The network helps show where Glenda Moss may publish in the future.
Co-authorship network of co-authors of Glenda Moss
This figure shows the co-authorship network connecting the top 25 collaborators of Glenda Moss. A scholar is included among the top collaborators of Glenda Moss 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 Glenda Moss. Glenda Moss is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Understanding Poverty through Race Dialogues in Teacher Preparation. | 4 |
| 2 | 12 | |
| 3 | Constructivism—Constructivist learning theory. | 36 |
| 4 | Behaviorism and behavioral learning theory. | 4 |
| 5 | A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation | 12 |
| 6 | 9 | |
| 7 | Crossing Educational Boundaries: Text, Technology, and Dialogue as a Critical Pathway | 2 |
| 8 | Developing a Critical Lens Among Preservice Teachers While Working Within Mandated Performance -Based Assessment Systems | 7 |
| 9 | Scholar-Practitioners Building Learning Communities in Practice | 1 |
| 10 | 19 | |
| 11 | 23 | |
| 12 | 56 | |
| 13 | Women in Educational Leadership: Finding Common Ground | 4 |
| 14 | African American New Teachers' Critical Stories: Learning to Teach, Becoming Certified, and Teaching. | 2 |
| 15 | 0 | |
| 16 | Critical Self-Reflective Narrative of Portfolio Assessment in Teacher Preparation | 5 |
| 17 | 7 | |
| 18 | Revolutionary Multiculturalism in US Schools: Educational Leadership Reconsidered | 2 |
| 19 | Reflective Practitioner Preparation: In the Wake of 21st Century Terrorism | 0 |
| 20 | Critical Pedagogy: Translation for Education that is Multicultural | 14 |
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.