Kathy Swan
About
In The Last Decade
Kathy Swan
30 papers receiving 478 citations
Hit Papers
Peers
Comparison fields: 5 of 56
- Education 392
- Sociology and Political Science 376
- Speech and Hearing 98
- Developmental and Educational Psychology 57
- Literature and Literary Theory 41
Countries citing papers authored by Kathy Swan
This map shows the geographic impact of Kathy Swan'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 Kathy Swan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kathy Swan more than expected).
Fields of papers citing papers by Kathy Swan
This network shows the impact of papers produced by Kathy Swan. 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 Kathy Swan. The network helps show where Kathy Swan may publish in the future.
Co-authorship network of co-authors of Kathy Swan
This figure shows the co-authorship network connecting the top 25 collaborators of Kathy Swan. A scholar is included among the top collaborators of Kathy Swan 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 Kathy Swan. Kathy Swan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Blueprinting an Inquiry-Based Curriculum: Planning with the Inquiry Design Model. | 5 |
| 2 | The Signal and the Noise: Coaching Pre-Service Candidates to Teach with Questions, Tasks, and Sources. | 1 |
| 3 | Zooming Inquiry: Online Teaching with the Pomodoro Technique. | 3 |
| 4 | Be the Change: Guiding Students to Take Informed Action. | 2 |
| 5 | Questions, Tasks, Sources: Focusing on the Essence of Inquiry. | 5 |
| 6 | Questions That Compel and Support. | 3 |
| 7 | Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model | 12 |
| 8 | The New York State Toolkit and the Inquiry Design Model: Anatomy of an Inquiry. | 14 |
| 9 | Bringing the C3 Framework to Life. | 3 |
| 10 | By Teachers, for Teachers: The NYS Toolkit and C3 Teachers. | 1 |
| 11 | Technology and Disciplined Inquiry in the Social Studies | 5 |
| 12 | Beating the Odds: The College, Career, and Civic Life (C3) Framework for Social Studies State Standards. | 11 |
| 13 | 13 | |
| 14 | 28 | |
| 15 | Testing a TPACK-Based Technology Integration Observation Instrument | 37 |
| 16 | The Production, Consumption and Distribution of Economic Podcasts | 1 |
| 17 | 1 | |
| 18 | 0 | |
| 19 | Through the Democratic Lens: The Role of Purpose in Leveraging Technology to Support Historical Inquiry in the Social Studies Classroom | 10 |
| 20 | Digital Images in the History Classroom. In the Curriculum--Social Studies. | 7 |
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.