Harold Rosen
- Education top 5%
- Literature and Literary Theory top 2%
- Language and Linguistics top 2%
- Developmental and Educational Psychology top 5%
- Linguistics and Language top 5%
- Topics
- EFL/ESL Teaching and Learning (4 papers)Multilingual Education and Policy (4 papers)Second Language Learning and Teaching (3 papers)
- Partner nations
- MexicoUnited KingdomUnited States
In The Last Decade
Harold Rosen
23 papers receiving 494 citations
Hit Papers
Peers
Comparison fields: 5 of 69
- Education 292
- Literature and Literary Theory 219
- Language and Linguistics 188
- Developmental and Educational Psychology 163
- Linguistics and Language 136
Countries citing papers authored by Harold Rosen
This map shows the geographic impact of Harold Rosen'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 Harold Rosen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Harold Rosen more than expected).
Fields of papers citing papers by Harold Rosen
This network shows the impact of papers produced by Harold Rosen. 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 Harold Rosen. The network helps show where Harold Rosen may publish in the future.
Co-authorship network of co-authors of Harold Rosen
This figure shows the co-authorship network connecting the top 25 collaborators of Harold Rosen. A scholar is included among the top collaborators of Harold Rosen 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 Harold Rosen. Harold Rosen is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 3 | |
| 2 | Speaking from memory : a guide to autobiographical acts and practices | 17 |
| 3 | 4 | |
| 4 | 14 | |
| 5 | 1 | |
| 6 | 2 | |
| 7 | Stories and meanings | 64 |
| 8 | 36 | |
| 9 | 9 | |
| 10 | 1 | |
| 11 | Languages and dialects of London school children: An investigation | 13 |
| 12 | 4 | |
| 13 | Language and literacy in our schools : some appraisals of the Bullock Report | 1 |
| 14 | 1 | |
| 15 | 56 | |
| 16 | The language of primary children | 0 |
| 17 | Language and class | 15 |
| 18 | Language, the learner and the school : a research report | 2 |
| 19 | 3 | |
| 20 | 6 |
About Harold Rosen
Harold Rosen is a scholar working on Linguistics and Language, General Psychology and Language and Linguistics, having authored 24 papers that have together received 689 indexed citations. Recurring topics across this work include EFL/ESL Teaching and Learning (4 papers), Multilingual Education and Policy (4 papers) and Second Language Learning and Teaching (3 papers). The work is most often cited by research in Linguistics and Language (136 citations), Literature and Literary Theory (219 citations) and Language and Linguistics (188 citations). Harold Rosen has collaborated with scholars based in Mexico, United Kingdom and United States. Frequent co-authors include James Britton, Douglas Barnes, James Scott, William Kelly Simpson, Eli Saltz and Hannah Rosén. Their work appears in journals such as Language, Harvard Educational Review and Theory Into Practice.
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.