Kara Mitchell Viesca

923 total citations
30 papers, 553 citations indexed

About

Kara Mitchell Viesca is a scholar working on Education, Linguistics and Language and Sociology and Political Science. According to data from OpenAlex, Kara Mitchell Viesca has authored 30 papers receiving a total of 553 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 14 papers in Linguistics and Language and 11 papers in Sociology and Political Science. Recurrent topics in Kara Mitchell Viesca's work include Multilingual Education and Policy (14 papers), Second Language Learning and Teaching (11 papers) and Teacher Education and Leadership Studies (8 papers). Kara Mitchell Viesca is often cited by papers focused on Multilingual Education and Policy (14 papers), Second Language Learning and Teaching (11 papers) and Teacher Education and Leadership Studies (8 papers). Kara Mitchell Viesca collaborates with scholars based in United States, United Kingdom and Germany. Kara Mitchell Viesca's co-authors include Kathryn Strom, Margarita Bianco, Dorothy Garrison-Wade, Cheryl E. Matias, René Galindo, Nicole M. Joseph, Nancy L. Leech, Lydiah Kananu Kiramba, Joan Barnatt and Luis E. Poza and has published in prestigious journals such as TESOL Quarterly, Teaching and Teacher Education and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Kara Mitchell Viesca

27 papers receiving 521 citations

Peers

Kara Mitchell Viesca

EDUCA

SPS

LLT

Chloe Kannan United States

Patriann Smith United States

David Kirkland United States

Jennifer Keys Adair United States

Saloshna Vandeyar South Africa

Ming Fang He United States

Gloria Swindler Boutte United States

Feyisa Demie United Kingdom

Joan Wink United States

Janet Alsup United States

Chloe Kannan United States

Kara Mitchell Viesca

373 ×1.0

EDUCA

233 ×1.0

SPS

149 ×1.3

130 ×1.2

LLT

67 ×1.0

Citations per year, relative to Kara Mitchell Viesca Kara Mitchell Viesca (= 1×) peers Chloe Kannan

Countries citing papers authored by Kara Mitchell Viesca

Since Specialization

Citations

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

Fields of papers citing papers by Kara Mitchell Viesca

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kara Mitchell Viesca. 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 Kara Mitchell Viesca. The network helps show where Kara Mitchell Viesca may publish in the future.

Co-authorship network of co-authors of Kara Mitchell Viesca

This figure shows the co-authorship network connecting the top 25 collaborators of Kara Mitchell Viesca. A scholar is included among the top collaborators of Kara Mitchell Viesca 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 Kara Mitchell Viesca. Kara Mitchell Viesca 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

Alisaari, Jenni, et al.. (2025). Perceptions of belonging and school climate in diverse Finnish secondary schools. 18(1). 41–57.

Viesca, Kara Mitchell & Nancy L. Commins. (2025). Humanizing Pedagogies with Multilingual Learners.

Viesca, Kara Mitchell, et al.. (2024). A critical sociocultural turn in deaf education: operationalizing the Enduring Principles of Learning within the bright triad. Disability & Society. 39(10). 2734–2739.

Teemant, Annela, et al.. (2023). Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices. TESOL Quarterly. 58(1). 195–221. 2 indexed citations

Kiramba, Lydiah Kananu, et al.. (2023). Community language ideologies: Implications for language policy and practice. Linguistics and Education. 78. 101251–101251. 5 indexed citations

Viesca, Kara Mitchell, et al.. (2022). Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries. Teaching and Teacher Education. 113. 103649–103649. 5 indexed citations

Kiramba, Lydiah Kananu, et al.. (2020). Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study. Journal of Teacher Education. 72(4). 489–503. 11 indexed citations

Strom, Kathryn & Kara Mitchell Viesca. (2020). Towards a complex framework of teacher learning-practice. Professional Development in Education. 47(2-3). 209–224. 87 indexed citations

Barnatt, Joan, et al.. (2020). Intercultural Competence in Pre-Service Teacher Candidates. International Journal of Educational Reform. 29(3). 211–235. 11 indexed citations

10.

Viesca, Kara Mitchell, et al.. (2019). Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. Review of Research in Education. 43(1). 304–335. 32 indexed citations

11.

Viesca, Kara Mitchell, et al.. (2018). Teachers’ Beliefs Concerning Teaching Multilingual Learners: A Cross-Cultural Comparison Between the US and Germany. UEL Research Repository (University of East London). 7 indexed citations

12.

Poza, Luis E. & Kara Mitchell Viesca. (2018). Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students. Journal of Education Policy. 35(4). 556–581. 7 indexed citations

13.

Viesca, Kara Mitchell, et al.. (2016). Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education. 55. 122–132. 16 indexed citations

14.

Joseph, Nicole M., et al.. (2015). Mathematics Teachers’ Perspectives on Online Professional Development Modules. 6(1). 89–121. 1 indexed citations

15.

Matias, Cheryl E., et al.. (2014). What is Critical Whiteness doing in OUR Nice Field like Critical Race Theory. 6 indexed citations

16.

Matias, Cheryl E., et al.. (2014). “What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates. Equity & Excellence in Education. 47(3). 289–304. 142 indexed citations

17.

Viesca, Kara Mitchell. (2013). Linguicism and Racism in Massachusetts Educational Policy. Education Policy Analysis Archives. 21. 52–52. 12 indexed citations

18.

Viesca, Kara Mitchell, et al.. (2013). “Push it Real Good!”: The Challenge of Disrupting Dominant Discourses Regarding Race in Teacher Education. Open Collections. 5(11). 3 indexed citations

19.

Davis, Alan, et al.. (2012). BRUCE RANDOLPH HIGH SCHOOL: A CASE STUDY OF AN URBAN SCHOOL BECOMING SUCCESSFUL FOR MULTILINGUAL LEARNERS. Insecta mundi. 8. 61–72. 1 indexed citations

20.

Bianco, Margarita, Nancy L. Leech, & Kara Mitchell Viesca. (2011). Pathways to Teaching: African American Male Teens Explore Teaching as a Career.. The Journal of Negro Education. 80(3). 368–383. 47 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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