Howard T. Everson

2.2k total citations
52 papers, 1.6k citations indexed

About

Howard T. Everson is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Howard T. Everson has authored 52 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 16 papers in Developmental and Educational Psychology and 9 papers in Experimental and Cognitive Psychology. Recurrent topics in Howard T. Everson's work include Innovative Teaching and Learning Methods (13 papers), Education, Achievement, and Giftedness (8 papers) and Intelligent Tutoring Systems and Adaptive Learning (7 papers). Howard T. Everson is often cited by papers focused on Innovative Teaching and Learning Methods (13 papers), Education, Achievement, and Giftedness (8 papers) and Intelligent Tutoring Systems and Adaptive Learning (7 papers). Howard T. Everson collaborates with scholars based in United States and Portugal. Howard T. Everson's co-authors include Roger E. Millsap, Sigmund Tobias, Steven J. Osterlind, John J. McArdle, Ezekiel Dixon‐Román, Hope J. Hartman, Annette F. Gourgey, Kentaro Yamamoto, Claire E. Weinstein and Sarah M. Bonner and has published in prestigious journals such as Educational Psychologist, Educational and Psychological Measurement and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Howard T. Everson

47 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Howard T. Everson United States	17	567	463	391	357	216	52	1.6k
Kadriye Ercikan Canada	24	857 1.5×	382 0.8×	487 1.2×	198 0.6×	144 0.7×	65	1.6k
Menucha Birenbaum Israel	26	1.1k 1.9×	419 0.9×	205 0.5×	273 0.8×	85 0.4×	73	1.9k
Claus H. Carstensen Germany	20	393 0.7×	166 0.4×	342 0.9×	213 0.6×	147 0.7×	53	1.1k
Stephen B. Dunbar United States	15	826 1.5×	326 0.7×	329 0.8×	131 0.4×	85 0.4×	36	1.5k
Joseph A. Rios United States	19	590 1.0×	250 0.5×	303 0.8×	224 0.6×	78 0.4×	49	1.4k
John Mazzeo United States	16	624 1.1×	329 0.7×	325 0.8×	126 0.4×	175 0.8×	52	1.3k
Claudia Flowers United States	30	1.1k 1.9×	624 1.3×	185 0.5×	122 0.3×	105 0.5×	105	2.5k
Margaret Wu Australia	13	600 1.1×	171 0.4×	215 0.5×	147 0.4×	85 0.4×	29	1.1k
James Soland United States	18	794 1.4×	186 0.4×	211 0.5×	190 0.5×	50 0.2×	64	1.5k
Nancy S. Cole United States	18	554 1.0×	313 0.7×	208 0.5×	183 0.5×	45 0.2×	37	1.4k

Countries citing papers authored by Howard T. Everson

Since Specialization

Citations

This map shows the geographic impact of Howard T. Everson'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 Howard T. Everson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Howard T. Everson more than expected).

Fields of papers citing papers by Howard T. Everson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Howard T. Everson. 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 Howard T. Everson. The network helps show where Howard T. Everson may publish in the future.

Co-authorship network of co-authors of Howard T. Everson

This figure shows the co-authorship network connecting the top 25 collaborators of Howard T. Everson. A scholar is included among the top collaborators of Howard T. Everson 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 Howard T. Everson. Howard T. Everson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Ho, Andrew, Terry A. Ackerman, Deborah L Bandalos, et al.. (2024). Foundational Competencies in Educational Measurement: A Rejoinder. Educational Measurement Issues and Practice. 43(3). 56–63. 1 indexed citations

Ackerman, Terry A., Deborah L Bandalos, Derek C. Briggs, et al.. (2023). Foundational Competencies in Educational Measurement. Educational Measurement Issues and Practice. 43(3). 7–17. 17 indexed citations

Bonner, Sarah M., et al.. (2015). Leveraging the power of peer-led learning: investigating effects on STEM performance in urban high schools. Educational Research and Evaluation. 21(7-8). 537–557. 12 indexed citations

Everson, Howard T., et al.. (2014). Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program.. Journal on excellence in college teaching. 25(2). 107–130. 5 indexed citations

Everson, Howard T., et al.. (2013). Using Formative Assessment and Metacognition to Improve Student Achievement. Journal of developmental education. 37(1). 2. 19 indexed citations

Tobias, Sigmund & Howard T. Everson. (2009). The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education. 119–140. 57 indexed citations

Everson, Howard T. & Roger E. Millsap. (2005). Everyone Gains: Extracurricular Activities in High School and Higher SAT® Scores. Research Report No. 2005-2.. 8 indexed citations

Bridglall, Beatrice L., Ana Mari Cauce, Howard T. Everson, et al.. (2004). All Students Reaching The Top: Strategies for Closing Academic Achievement Gaps. A Report of the National Study Group for the Affirmative Development of Academic Ability.. 13 indexed citations

Everson, Howard T., et al.. (2000). Strategic Learning Abilities as a Predictor of Academic Achievement.. 15 indexed citations

10.

Everson, Howard T.. (2000). A principled design framework for college admissions tests: An affirming research agenda.. Psychology Public Policy and Law. 6(1). 112–120. 1 indexed citations

11.

Everson, Howard T.. (2000). A principled design framework for college admissions tests: An affirming research agenda.. Psychology Public Policy and Law. 6(1). 112–120. 3 indexed citations

12.

Tobias, Sigmund & Howard T. Everson. (1997). Studying the relationship between affective and metacognitive variables. Anxiety Stress & Coping. 10(1). 59–81. 37 indexed citations

13.

Tobias, Sigmund & Howard T. Everson. (1996). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01.. 10 indexed citations

14.

Tobias, Sigmund & Howard T. Everson. (1995). Development and Validation of an Objective Measure of Metacognition. 6 indexed citations

15.

Everson, Howard T.. (1995). Modeling the student in intelligent tutoring sytems: The promise of a new psychometrics. Instructional Science. 23(5-6). 433–452. 12 indexed citations

16.

Millsap, Roger E. & Howard T. Everson. (1993). Methodology Review: Statistical Approaches for Assessing Measurement Bias. Applied Psychological Measurement. 17(4). 297–334. 396 indexed citations

17.

Everson, Howard T.. (1991). Test Anxiety in Different Curricular Areas: An Exploratory Analysis of the Role of Subject Matter.. 1 indexed citations

18.

Everson, Howard T.. (1987). Test Anxiety and Skill Deficits: A Test of Two Competing Hypotheses.. 1 indexed citations

19.

Everson, Howard T.. (1979). Attitudes Toward Instructional Media: A Comparison of Teacher Education and Computer Science Majors.. 1 indexed citations

20.

Tobias, Sigmund & Howard T. Everson. (1977). High School-Community College Articulation Follow-up.. 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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