Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A role for ATR in the DNA damage-induced phosphorylation of p53
1999848 citationsRandal S. Tibbetts, Kathryn M. Brumbaugh et al.Genes & Developmentprofile →
This map shows the geographic impact of Jean Williams'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 Jean Williams with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jean Williams more than expected).
This network shows the impact of papers produced by Jean Williams. 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 Jean Williams. The network helps show where Jean Williams may publish in the future.
Co-authorship network of co-authors of Jean Williams
This figure shows the co-authorship network connecting the top 25 collaborators of Jean Williams.
A scholar is included among the top collaborators of Jean Williams 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 Jean Williams. Jean Williams is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Wang, Xin, et al.. (2012). Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region. Final Report. NCEE 2012-4013..6 indexed citations
6.
Beesley, Andrea D., et al.. (2011). Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region. Final Report. NCEE 2011-4005..9 indexed citations
7.
Williams, Jean, et al.. (1999). Coach-athlete compatibility and athlete's perception of coaching behaviours.. Journal of sport behavior. 22(2). 251–259.56 indexed citations
Tibbetts, Randal S., Kathryn M. Brumbaugh, Jean Williams, et al.. (1999). A role for ATR in the DNA damage-induced phosphorylation of p53. Genes & Development. 13(2). 152–157.848 indexed citations breakdown →
10.
Wiechman, Shelley & Jean Williams. (1997). Relation of Athletic Identity to Injury and Mood Disturbance. Journal of sport behavior. 20(2). 199–210.41 indexed citations
Glisky, Martha L., Jean Williams, & John F. Kihlstrom. (1996). Internal and External Mental Imagery Perspectives and Performance on Two Tasks. Journal of sport behavior. 19(1). 3.29 indexed citations
Senkfor, Ava J. & Jean Williams. (1995). The Moderating Effects of Aerobic Fitness and Mental Training on Stress Reactivity. Journal of sport behavior. 18(2). 130–156.6 indexed citations
Wangen, L.E. & Jean Williams. (1982). Control by alkaline neutralization of trace elements in acidic coal cleaning waste leachates.2 indexed citations
19.
Williams, Jean, et al.. (1982). Leaching behaviors of high-sulfur coal wastes from two Appalachian coal-preparation plants. OSTI OAI (U.S. Department of Energy Office of Scientific and Technical Information).4 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.