Kristy S. Cooper

499 total citations
11 papers, 352 citations indexed

About

Kristy S. Cooper is a scholar working on Education, Information Systems and Management and General Health Professions. According to data from OpenAlex, Kristy S. Cooper has authored 11 papers receiving a total of 352 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 4 papers in Information Systems and Management and 1 paper in General Health Professions. Recurrent topics in Kristy S. Cooper's work include Teacher Education and Leadership Studies (5 papers), Early Childhood Education and Development (4 papers) and Parental Involvement in Education (4 papers). Kristy S. Cooper is often cited by papers focused on Teacher Education and Leadership Studies (5 papers), Early Childhood Education and Development (4 papers) and Parental Involvement in Education (4 papers). Kristy S. Cooper collaborates with scholars based in United States. Kristy S. Cooper's co-authors include John B. Diamond, Randi Nevins Stanulis, Erica R. Hamilton, Gretchen Brion‐Meisels, Amanda M. Johnston and Christina L. Dobbs and has published in prestigious journals such as American Educational Research Journal, Teachers College Record The Voice of Scholarship in Education and Phi Delta Kappan.

In The Last Decade

Kristy S. Cooper

11 papers receiving 316 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Kristy S. Cooper United States	6	277	54	48	43	39	11	352
Serena J. Salloum United States	9	259 0.9×	45 0.8×	45 0.9×	73 1.7×	30 0.8×	21	362
Henk Guldemond Netherlands	10	259 0.9×	45 0.8×	29 0.6×	29 0.7×	15 0.4×	26	321
Kevin C. Bastian United States	13	608 2.2×	92 1.7×	73 1.5×	35 0.8×	57 1.5×	39	698
Betty E. Steffy United States	11	352 1.3×	43 0.8×	33 0.7×	40 0.9×	25 0.6×	28	457
Bronwen Maxwell United Kingdom	11	352 1.3×	62 1.1×	58 1.2×	51 1.2×	19 0.5×	36	442
Fiona King Ireland	12	388 1.4×	32 0.6×	27 0.6×	37 0.9×	41 1.1×	41	489
Mark J. Chin United States	10	235 0.8×	29 0.5×	45 0.9×	54 1.3×	14 0.4×	21	362
Heike Wendt Germany	10	279 1.0×	21 0.4×	55 1.1×	77 1.8×	18 0.5×	23	392
Howard Ebmeier United States	12	472 1.7×	48 0.9×	41 0.9×	21 0.5×	31 0.8×	25	553
Dan Berebitsky United States	9	269 1.0×	26 0.5×	33 0.7×	37 0.9×	25 0.6×	12	358

Countries citing papers authored by Kristy S. Cooper

Since Specialization

Citations

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

Fields of papers citing papers by Kristy S. Cooper

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kristy S. Cooper. 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 Kristy S. Cooper. The network helps show where Kristy S. Cooper may publish in the future.

Co-authorship network of co-authors of Kristy S. Cooper

This figure shows the co-authorship network connecting the top 25 collaborators of Kristy S. Cooper. A scholar is included among the top collaborators of Kristy S. Cooper 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 Kristy S. Cooper. Kristy S. Cooper is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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11 of 11 papers shown

1.

Cooper, Kristy S., et al.. (2016). Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement. American Journal of Education. 123(1). 109–136. 13 indexed citations

2.

Cooper, Kristy S.. (2016). Using affective data in urban high schools: can we equalize the graduation rate?. International Journal of Leadership in Education. 21(1). 104–121. 4 indexed citations

3.

Stanulis, Randi Nevins, et al.. (2016). Teacher-led reforms have a big advantage — Teachers. Phi Delta Kappan. 97(7). 53–57. 5 indexed citations

4.

Cooper, Kristy S., et al.. (2015). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change. 17(1). 85–113. 68 indexed citations

5.

Cooper, Kristy S.. (2014). 6 Common Mistakes That Undermine Motivation. Phi Delta Kappan. 95(8). 11–17. 2 indexed citations

6.

Cooper, Kristy S., et al.. (2014). The Co-Creation of Caring Student-Teacher Relationships: Does Teacher Understanding Matter?. The High School journal. 97(4). 264–290. 44 indexed citations

7.

Cooper, Kristy S.. (2013). Eliciting Engagement in the High School Classroom. American Educational Research Journal. 51(2). 363–402. 139 indexed citations

8.

Cooper, Kristy S.. (2012). Safe, Affirming, and Productive Spaces. Urban Education. 48(4). 490–528. 35 indexed citations

9.

Brion‐Meisels, Gretchen, et al.. (2010). Humanizing Education: Critical Alternatives to Reform. 4 indexed citations

10.

Diamond, John B. & Kristy S. Cooper. (2007). chapter10 The Uses of Testing Data in Urban Elementary Schools: Some Lessons from Chicago. Yearbook of the National Society for the Study of Education. 106(1). 241–263. 36 indexed citations

11.

Diamond, John B. & Kristy S. Cooper. (2007). The Uses of Testing Data in Urban Elementary Schools: Some Lessons from Chicago. Teachers College Record The Voice of Scholarship in Education. 109(13). 241–263. 2 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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