Hermine H. Marshall

1.8k total citations
47 papers, 1.3k citations indexed

About

Hermine H. Marshall is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Hermine H. Marshall has authored 47 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 13 papers in Developmental and Educational Psychology and 9 papers in Social Psychology. Recurrent topics in Hermine H. Marshall's work include Teacher Education and Leadership Studies (10 papers), Innovative Teaching and Learning Methods (9 papers) and Communication in Education and Healthcare (7 papers). Hermine H. Marshall is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Innovative Teaching and Learning Methods (9 papers) and Communication in Education and Healthcare (7 papers). Hermine H. Marshall collaborates with scholars based in United States. Hermine H. Marshall's co-authors include Rhona S. Weinstein, Karen A. Brattesani, Susan E. Middlestadt, Richards P. Lyon, Sumner Marshall, Joel R. Levin, Judith L. Green, Carolyn S. Hartsough and Philip A. Cowan and has published in prestigious journals such as PEDIATRICS, Child Development and Journal of Educational Psychology.

In The Last Decade

Hermine H. Marshall

44 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hermine H. Marshall United States 18 941 393 305 292 130 47 1.3k
Arturo Olivárez United States 14 635 0.7× 209 0.5× 285 0.9× 241 0.8× 94 0.7× 38 1.0k
Michael A. R. Townsend New Zealand 17 375 0.4× 328 0.8× 183 0.6× 131 0.4× 143 1.1× 46 856
Bernard Spodek United States 23 1.2k 1.3× 428 1.1× 130 0.4× 72 0.2× 234 1.8× 102 1.6k
Giovanni Valiante United States 5 663 0.7× 435 1.1× 348 1.1× 425 1.5× 46 0.4× 6 1.1k
William Watson Purkey United States 15 678 0.7× 199 0.5× 343 1.1× 233 0.8× 108 0.8× 60 1.3k
C. E. van Kraayenoord Australia 19 757 0.8× 456 1.2× 92 0.3× 129 0.4× 117 0.9× 110 1.2k
Toni M. Kempler United States 5 438 0.5× 220 0.6× 364 1.2× 303 1.0× 72 0.6× 5 825
Thérèse Bouffard‐Bouchard Canada 9 328 0.3× 256 0.7× 251 0.8× 257 0.9× 77 0.6× 18 766
David M. Podell United States 10 1.1k 1.2× 260 0.7× 258 0.8× 47 0.2× 202 1.6× 18 1.4k
Linda Hargreaves United Kingdom 21 1.1k 1.2× 293 0.7× 87 0.3× 60 0.2× 224 1.7× 47 1.4k

Countries citing papers authored by Hermine H. Marshall

Since Specialization
Citations

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

Fields of papers citing papers by Hermine H. Marshall

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hermine H. Marshall. 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 Hermine H. Marshall. The network helps show where Hermine H. Marshall may publish in the future.

Co-authorship network of co-authors of Hermine H. Marshall

This figure shows the co-authorship network connecting the top 25 collaborators of Hermine H. Marshall. A scholar is included among the top collaborators of Hermine H. Marshall 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 Hermine H. Marshall. Hermine H. Marshall 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.
Marshall, Hermine H.. (2003). Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry. Research in Review.. Young children. 58(5). 84–93. 15 indexed citations
2.
Marshall, Hermine H.. (2001). Cultural Influences on the Development of Self-Concept: Updating Our Thinking.. Young children. 56(6). 19. 10 indexed citations
3.
Marshall, Hermine H.. (1996). Recent and emerging theoretical frameworks for research on classroom learning : contributions and limitations. 8 indexed citations
4.
Marshall, Hermine H.. (1994). Children's Understanding of Academic Tasks: Work, Play, or Learning. Journal of Research in Childhood Education. 9(1). 35–46. 15 indexed citations
5.
Levin, Joel R. & Hermine H. Marshall. (1993). Publishing in the Journal of Educational Psychology: Reflections at midstream.. Journal of Educational Psychology. 85(1). 3–6. 1 indexed citations
6.
Marshall, Hermine H.. (1988). Work or Learning: Implications of Classroom Metaphors. Educational Researcher. 17(9). 9–9. 4 indexed citations
7.
Marshall, Hermine H.. (1988). Work or Learning Implications of Classroom Metaphors. Educational Researcher. 17(9). 9–16. 75 indexed citations
8.
Marshall, Hermine H.. (1988). In pursuit of learning-oriented classrooms. Teaching and Teacher Education. 4(2). 85–98. 18 indexed citations
9.
Weinstein, Rhona S., et al.. (1987). Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations. Child Development. 58(4). 1079–1093. 5 indexed citations
10.
Weinstein, Rhona S., et al.. (1987). Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations. Child Development. 58(4). 1079–1079. 121 indexed citations
11.
Marshall, Hermine H.. (1987). Building a learning orientation. Theory Into Practice. 26(1). 8–14. 18 indexed citations
12.
Marshall, Hermine H. & Rhona S. Weinstein. (1986). Classroom context of student-perceived differential teacher treatment.. Journal of Educational Psychology. 78(6). 441–453. 6 indexed citations
13.
Marshall, Hermine H. & Rhona S. Weinstein. (1984). Classroom Factors Affecting Students' Self-Evaluations: An Interactional Model. Review of Educational Research. 54(3). 301–301. 5 indexed citations
14.
Brattesani, Karen A., Rhona S. Weinstein, & Hermine H. Marshall. (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects.. Journal of Educational Psychology. 76(2). 236–247. 161 indexed citations
15.
Marshall, Hermine H.. (1981). Open Classrooms: Has the Term Outlived Its Usefulness?. Review of Educational Research. 51(2). 181–181.
16.
Marshall, Hermine H. & Judith L. Green. (1979). Context Variables and Purpose in the Use of Verbal Interaction Analysis.. ˜The œJournal of classroom interaction. 14(2). 24–29. 2 indexed citations
17.
Marshall, Sumner, Hermine H. Marshall, & Richards P. Lyon. (1973). ENURESIS: AN ANALYSIS OF VARIOUS THERAPEUTIC APPROACHES. PEDIATRICS. 52(6). 813–817. 36 indexed citations
18.
Marshall, Hermine H.. (1972). Criteria for an Open Classroom.. Young children. 6 indexed citations
19.
Marshall, Hermine H.. (1972). Positive Discipline and Classroom Interaction: A Part of the Teaching-Learning Process. Medical Entomology and Zoology. 2 indexed citations
20.
Marshall, Hermine H.. (1964). Behavior Problems of Normal Children: A Comparison between the Lay Literature and Developmental Research. Child Development. 35(2). 469–469. 2 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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