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.
Designing Professional Development for Teachers of Science and Mathematics
20101.1k citationsSusan Loucks‐Horsley, Katherine Stiles et al.Corwin Press eBooksprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Katherine Stiles
Since
Specialization
Citations
This map shows the geographic impact of Katherine Stiles'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 Katherine Stiles with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Katherine Stiles more than expected).
Fields of papers citing papers by Katherine Stiles
This network shows the impact of papers produced by Katherine Stiles. 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 Katherine Stiles. The network helps show where Katherine Stiles may publish in the future.
Co-authorship network of co-authors of Katherine Stiles
This figure shows the co-authorship network connecting the top 25 collaborators of Katherine Stiles.
A scholar is included among the top collaborators of Katherine Stiles 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 Katherine Stiles. Katherine Stiles is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Loucks‐Horsley, Susan, et al.. (2011). Leadership scolaire au quotidien: 124 actions pour enrichir sa pratique. Bibliothèque et Archives nationales du Québec (Québec government).1 indexed citations
7.
Pettit, Edison, et al.. (2010). Girls on Ice: Using Immersion to Teach Fluency in Science. AGU Fall Meeting Abstracts. 2010.1 indexed citations
8.
Loucks‐Horsley, Susan, Katherine Stiles, Susan Mundry, Nancy S. Love, & Peter W. Hewson. (2010). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press eBooks.1085 indexed citations breakdown →
9.
Love, Nancy S., et al.. (2008). Passion and Principle: Ground Effective Data Use.. The Journal of staff development. 29(4). 10–14.1 indexed citations
10.
Stiles, Katherine. (2007). The Data Coach's Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry.25 indexed citations
11.
Stiles, Katherine, et al.. (2002). Exploring the Professional Development Design Process: Bringing an Abstract Framework into Practice.. Science educator. 11(1). 1–8.15 indexed citations
12.
Mundry, Susan, Barbara S. Spector, Katherine Stiles, & Susan Loucks‐Horsley. (1999). Working toward a Continuum of Professional Learning Experiences for Teachers of Science and Mathematics. Research Monograph..5 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.