This map shows the geographic impact of Jon Reyhner'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 Jon Reyhner with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jon Reyhner more than expected).
This network shows the impact of papers produced by Jon Reyhner. 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 Jon Reyhner. The network helps show where Jon Reyhner may publish in the future.
Co-authorship network of co-authors of Jon Reyhner
This figure shows the co-authorship network connecting the top 25 collaborators of Jon Reyhner.
A scholar is included among the top collaborators of Jon Reyhner 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 Jon Reyhner. Jon Reyhner is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Reyhner, Jon & Navin Kumar Singh. (2010). Cultural genocide in Australia, Canada, New Zealand, and the United States. 21(4).5 indexed citations
4.
Reyhner, Jon, et al.. (2008). Reading First, Literacy, and American Indian/Alaska Native Students.. The Journal of American Indian Education. 47(1). 82–95.13 indexed citations
5.
Reyhner, Jon. (2006). Education and language restoration.8 indexed citations
6.
Reyhner, Jon. (2003). Native Language Immersion..8 indexed citations
Francis, Norbert & Jon Reyhner. (2002). Language and Literacy Teaching for Indigenous Education: A Bilingual Approach. Bilingual Education and Bilingualism..1 indexed citations
9.
Reyhner, Jon. (2001). Power, Politics, Bilingual Education, and School Success. A Review of: "Language, Power and Pedagogy: Bilingual Children in the Crossfire" (Jim Cummins); "At War with Diversity: U.S. Language Policy in an Age of Anxiety" (James Crawford); and "The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Cross Fire" (Carlos J. Ovando and Peter McLaren, Eds.).. The Journal of American Indian Education. 40(3). 36–42.1 indexed citations
10.
Reyhner, Jon. (2000). A Resource Guide: Native American Language Renewal.. 11(3). 42–45.1 indexed citations
11.
Reyhner, Jon. (1996). Rationale and Needs for Stabilizing Indigenous Languages..18 indexed citations
12.
Reyhner, Jon. (1995). Inservice Needs of Rural Reservation Teachers.. The rural educator. 16(2). 10–15.2 indexed citations
Reyhner, Jon. (1993). A Specialized Knowledge Base for Teaching American Indian and Alaska Native Students.. 4(4). 26–32.14 indexed citations
15.
Reyhner, Jon. (1992). Review of "Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages," by Joshua A. Fishman.. Bilingual Research Journal. 16.1 indexed citations
16.
Reyhner, Jon. (1992). American Indian Cultures and School Success.. The Journal of American Indian Education. 32(1). 30–39.10 indexed citations
Lomawaima, K. Tsianina, et al.. (1991). A History of Indian Education. The American Indian Quarterly. 15(3). 380–380.56 indexed citations
20.
Reyhner, Jon. (1981). The Self-Determined Curriculum: Indian Teachers as Cultural Translators.. The Journal of American Indian Education. 21(1). 19–23.1 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.