Jane B. Huffman

1.2k total citations
19 papers, 665 citations indexed

About

Jane B. Huffman is a scholar working on Education, Information Systems and Management and Developmental and Educational Psychology. According to data from OpenAlex, Jane B. Huffman has authored 19 papers receiving a total of 665 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 5 papers in Information Systems and Management and 3 papers in Developmental and Educational Psychology. Recurrent topics in Jane B. Huffman's work include Teacher Education and Leadership Studies (11 papers), Educational Assessment and Improvement (5 papers) and Education Systems and Policy (4 papers). Jane B. Huffman is often cited by papers focused on Teacher Education and Leadership Studies (11 papers), Educational Assessment and Improvement (5 papers) and Education Systems and Policy (4 papers). Jane B. Huffman collaborates with scholars based in United States and United Kingdom. Jane B. Huffman's co-authors include Kristine Kiefer Hipp, Dianne F. Olivier, Anita Pankake, Kristine A. Hipp, Alma Harris, Michelle Jones, Gayle Moller, Nicholas Tze Ping Pang, Peiying Chen and Ting Wang and has published in prestigious journals such as Journal of Educational Change, Innovative Higher Education and International Journal of Leadership in Education.

In The Last Decade

Jane B. Huffman

19 papers receiving 501 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jane B. Huffman United States	13	598	177	85	66	53	19	665
Coral Mitchell Canada	10	473 0.8×	119 0.7×	79 0.9×	44 0.7×	48 0.9×	19	554
Frank Crowther Australia	10	568 0.9×	87 0.5×	62 0.7×	30 0.5×	60 1.1×	22	664
Gayle Moller United States	6	678 1.1×	81 0.5×	47 0.6×	36 0.5×	24 0.5×	11	729
Dong Nguyen United Kingdom	12	481 0.8×	70 0.4×	47 0.6×	26 0.4×	47 0.9×	14	572
Virginie März Belgium	13	427 0.7×	80 0.5×	78 0.9×	62 0.9×	14 0.3×	39	523
Janet C. Fairman United States	8	491 0.8×	61 0.3×	143 1.7×	21 0.3×	14 0.3×	23	569
David Ng Singapore	12	363 0.6×	61 0.3×	27 0.3×	23 0.3×	38 0.7×	33	473
Are Turmo Norway	11	279 0.5×	72 0.4×	44 0.5×	21 0.3×	60 1.1×	48	393
Tiiu Strauss Canada	6	423 0.7×	64 0.4×	204 2.4×	15 0.2×	36 0.7×	6	564
Emily J. Klein United States	12	402 0.7×	79 0.4×	43 0.5×	50 0.8×	8 0.2×	33	487

Countries citing papers authored by Jane B. Huffman

Since Specialization

Citations

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

Fields of papers citing papers by Jane B. Huffman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jane B. Huffman. 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 Jane B. Huffman. The network helps show where Jane B. Huffman may publish in the future.

Co-authorship network of co-authors of Jane B. Huffman

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

All Works

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19 of 19 papers shown

Harris, Alma, Michelle Jones, & Jane B. Huffman. (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Cronfa (Swansea University). 39 indexed citations

Olivier, Dianne F. & Jane B. Huffman. (2016). Professional learning community process in the United States: conceptualization of the process and district support for schools. Asia Pacific Journal of Education. 36(2). 301–317. 25 indexed citations

Huffman, Jane B., Dianne F. Olivier, Ting Wang, et al.. (2015). Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities. International Journal of Leadership in Education. 19(3). 327–351. 30 indexed citations

Huffman, Jane B.. (2011). Professional Learning Communities in the USA: Demystyfying, Creating, and Sustaining. The International Journal of Learning Annual Review. 17(12). 321–336. 3 indexed citations

Hipp, Kristine Kiefer & Jane B. Huffman. (2010). Demystifying Professional Learning Communities: School Leadership at Its Best. 93 indexed citations

Hipp, Kristine Kiefer, Jane B. Huffman, Anita Pankake, & Dianne F. Olivier. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change. 9(2). 173–195. 96 indexed citations

Huffman, Jane B., et al.. (2006). The Tri-Level Model in Action: Site, District, and State Plans for School Accountability in Increasing Student Success. Journal of School Leadership. 16(5). 569–582. 6 indexed citations

Huffman, Jane B. & Kristine Kiefer Hipp. (2003). Reculturing Schools As Professional Learning Communities. Rowman & Littlefield Publishers eBooks. 123 indexed citations

Hipp, Kristine Kiefer, Louise Stoll, Ray Bolam, et al.. (2003). An International Perspective on the Development of Learning Communities.. 10 indexed citations

10.

Hipp, Kristine Kiefer & Jane B. Huffman. (2003). Professional Learning Communities: Assessment--Development--Effects.. 30 indexed citations

11.

Huffman, Jane B., et al.. (2003). Perceptions of professional learning communities. International Journal of Leadership in Education. 6(3). 239–250. 55 indexed citations

12.

Huffman, Jane B.. (2003). The Role of Shared Values and Vision in Creating Professional Learning Communities. NASSP Bulletin. 87(637). 21–34. 53 indexed citations

13.

Hipp, Kristine A. & Jane B. Huffman. (2002). Documenting and Examining Practices in Creating Learning Communities: Exemplars and Non-Exemplars.. 13 indexed citations

14.

Huffman, Jane B., Kristine A. Hipp, Anita Pankake, & Gayle Moller. (2001). Professional Learning Communities: Leadership, Purposeful Decision Making, and Job-Embedded Staff Development. Journal of School Leadership. 11(5). 448–463. 35 indexed citations

15.

Huffman, Jane B. & Kristine A. Hipp. (2001). Creating Communities of Learners: The Interaction of Shared Leadership, Shared Vision, and Supportive Conditions. International Journal of Educational Reform. 10(3). 272–281. 21 indexed citations

16.

Huffman, Jane B.. (2000). One School's Experience as a Professional Learning Community.. Planning and changing. 31. 84–94. 9 indexed citations

17.

Hipp, Kristine A. & Jane B. Huffman. (2000). How Leadership Is Shared and Visions Emerge in the Creation of Learning Communities.. 15 indexed citations

18.

Glover, Rebecca J., et al.. (2000). Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development. Innovative Higher Education. 24(4). 265–278. 7 indexed citations

19.

Huffman, Jane B., et al.. (1997). Parent Involvement Training with Hispanic Parents: A Report from Tomas Rivera Elementary School. A Case Study.. 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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