Ian M. Mette

421 total citations
32 papers, 222 citations indexed

About

Ian M. Mette is a scholar working on Education, Information Systems and Management and Developmental and Educational Psychology. According to data from OpenAlex, Ian M. Mette has authored 32 papers receiving a total of 222 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 7 papers in Information Systems and Management and 7 papers in Developmental and Educational Psychology. Recurrent topics in Ian M. Mette's work include Teacher Education and Leadership Studies (15 papers), Collaborative Teaching and Inclusion (7 papers) and Educational and Psychological Assessments (7 papers). Ian M. Mette is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Collaborative Teaching and Inclusion (7 papers) and Educational and Psychological Assessments (7 papers). Ian M. Mette collaborates with scholars based in United States. Ian M. Mette's co-authors include Bret G. Range, Catharine Biddle, Jason Anderson, Courtney McKim, Jay Paredes Scribner, Richard Ackerman, Sarah Mackenzie, Janet C. Fairman, Carl D. Glickman and Amy Johnson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Interchange and Community Development.

In The Last Decade

Ian M. Mette

27 papers receiving 182 citations

Peers

Ian M. Mette

EDUCA

SPS

ISM

DEP

GHP

Brendan Bartanen United States

Bernard Badiali United States

David G. Imig United States

Frank Adamson United States

Joanne M. Arhar United States

Judy Durrant United Kingdom

Matseliso L. Mokhele South Africa

Kristina Zeiser United States

Stefan Zehetmeier Austria

Pamela R. Hallam United States

Brendan Bartanen United States

Ian M. Mette

260 ×1.4

EDUCA

45 ×1.7

SPS

63 ×2.7

ISM

23 ×1.0

DEP

10 ×0.6

GHP

Citations per year, relative to Ian M. Mette Ian M. Mette (= 1×) peers Brendan Bartanen

Countries citing papers authored by Ian M. Mette

Since Specialization

Citations

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

Fields of papers citing papers by Ian M. Mette

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ian M. Mette. 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 Ian M. Mette. The network helps show where Ian M. Mette may publish in the future.

Co-authorship network of co-authors of Ian M. Mette

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Mette, Ian M.. (2024). Instructional Leadership in a Rural State: How Position and Rurality Influence Supervision, Professional Growth, and Evaluation. DigitalCommons (California Polytechnic State University). 7(3). 49–67.

Mette, Ian M.. (2024). Culturally Responsive Instructional Supervision: Challenging Privilege in U.S. Education Systems. Journal of Cases in Educational Leadership. 27(2). 127–148.

Mette, Ian M., et al.. (2023). Making a Difference. Rowman & Littlefield Publishers eBooks.

Mette, Ian M., et al.. (2022). Parochialism or Pragmatic Resistance? The Role of Community-engaged Leadership, Activist Scholarship, and Vulnerable Rural Ecologies within School Reform. Australian and International Journal of Rural Education. 29(2). 78–98. 3 indexed citations

Mette, Ian M.. (2020). Reflections on Supervision in the Time of COVID-19. DigitalCommons (California Polytechnic State University). 3(3). 8 indexed citations

Biddle, Catharine & Ian M. Mette. (2019). Using Affinity Networks to Scaffold Community Collaboration: A Methodological Technique to Support the Use of Qualitative Data in Community-Based Research. The Qualitative Report.

Biddle, Catharine, et al.. (2018). Partnering with schools for community development: Power imbalances in rural community collaboratives addressing childhood adversity. Community Development. 49(2). 191–210. 26 indexed citations

Fairman, Janet C., et al.. (2018). A Review of Standardized Testing Practices and Perceptions in Maine.. DigitalCommons (California Polytechnic State University).

Mette, Ian M., et al.. (2018). Creating Laboratories of Practice for Scholarly-Practitioners: How Leaders Learn through Action Research of Clinical Supervision. 3(2). 1 indexed citations

10.

Mette, Ian M., et al.. (2018). School Turnaround: A Rural Reflection of Reform on the Reservation and Lessons for Implementation. The Rural Educator. 37(2). 5 indexed citations

11.

Mette, Ian M., et al.. (2017). The Wicked Problem of the Intersection between Supervision and Evaluation. SHILAP Revista de lepidopterología. 32 indexed citations

12.

McKim, Courtney, et al.. (2016). Principals' Supervision and Evaluation Cycles: Perspectives from Principals.. 17(1). 100–113. 4 indexed citations

13.

Mette, Ian M., et al.. (2016). Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts.. The international journal of educational leadership preparation. 11(1). 12 indexed citations

14.

Mette, Ian M., et al.. (2016). Poverty, Privilege, and Political Dynamics Within Rural School Reform. Journal of Cases in Educational Leadership. 19(3). 62–84. 4 indexed citations

15.

Range, Bret G., et al.. (2015). The Views of Novice and Late Career Principals Concerning Instructional and Organizational Leadership within Their Evaluation.. Planning and changing. 46. 109–126. 10 indexed citations

16.

Range, Bret G., et al.. (2015). Teacher Evaluation Reform: Principals' Beliefs about Newly Adopted Teacher Evaluation Systems. Planning and changing. 46. 158–174. 6 indexed citations

17.

Mette, Ian M., et al.. (2015). Teachers' Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement Practices in the Age of Reform.. 16(1). 16–30. 28 indexed citations

18.

Range, Bret G., et al.. (2014). Aspiring Principals' Perspectives about Teacher Supervision and Evaluation: Insights for Educational Leadership Preparation Programs.. 15(1). 1–17. 6 indexed citations

19.

Mette, Ian M. & Jay Paredes Scribner. (2014). Turnaround, Transformational, or Transactional Leadership. Journal of Cases in Educational Leadership. 17(4). 3–18. 10 indexed citations

20.

Mette, Ian M.. (2013). Turnaround as Reform: Opportunity for Meaningful Change or Neoliberal Posturing?. Interchange. 43(4). 317–342. 7 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.

Explore authors with similar magnitude of impact