Laura M. Desimone

17.9k total citations · 5 hit papers
81 papers, 11.0k citations indexed

About

Laura M. Desimone is a scholar working on Education, Information Systems and Management and Management Science and Operations Research. According to data from OpenAlex, Laura M. Desimone has authored 81 papers receiving a total of 11.0k indexed citations (citations by other indexed papers that have themselves been cited), including 68 papers in Education, 33 papers in Information Systems and Management and 12 papers in Management Science and Operations Research. Recurrent topics in Laura M. Desimone's work include Teacher Education and Leadership Studies (45 papers), Educational Assessment and Improvement (33 papers) and School Choice and Performance (23 papers). Laura M. Desimone is often cited by papers focused on Teacher Education and Leadership Studies (45 papers), Educational Assessment and Improvement (33 papers) and School Choice and Performance (23 papers). Laura M. Desimone collaborates with scholars based in United States, United Kingdom and Belgium. Laura M. Desimone's co-authors include Michael S. Garet, Andrew C. Porter, Beatrice F. Birman, Kwang Suk Yoon, Thomas M. Smith, Kerstin Carlson Le Floch, Katie Pak, Eric D. Hochberg, Koji Ueno and Kristie J. R. Phillips and has published in prestigious journals such as Review of Educational Research, American Educational Research Journal and Educational Researcher.

In The Last Decade

Laura M. Desimone

76 papers receiving 9.3k citations

Hit Papers

What Makes Professional D... 2001 2026 2009 2017 2001 2009 2002 2015 2011 1000 2.0k 3.0k
What are hit papers?

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.

  1. What Makes Professional Development Effective? Results From a National Sample of Teachers
    2001 3.1k citations Michael S. Garet, Andrew C. Porter et al. profile →
  2. Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
    2009 2.8k citations Laura M. Desimone Educational Researcher profile →
  3. Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study
    2002 913 citations Laura M. Desimone, Andrew C. Porter et al. profile →
  4. Best Practices in Teachers’ Professional Development in the United States
    2015 390 citations Laura M. Desimone, Michael S. Garet Psychology Society & Education profile →
  5. A Primer on Effective Professional Development
    2011 264 citations Laura M. Desimone Phi Delta Kappan profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Laura M. Desimone United States 33 9.3k 2.3k 1.4k 1.0k 974 81 11.0k
Thomas R. Guskey United States 41 9.1k 1.0× 2.3k 1.0× 900 0.6× 800 0.8× 832 0.9× 171 11.3k
Andrew C. Porter United States 41 7.4k 0.8× 1.5k 0.7× 1.5k 1.0× 696 0.7× 864 0.9× 154 9.3k
Kwang Suk Yoon United States 16 5.5k 0.6× 1.6k 0.7× 764 0.5× 605 0.6× 613 0.6× 22 7.1k
Hilda Borko United States 41 10.3k 1.1× 2.9k 1.2× 776 0.5× 635 0.6× 1.4k 1.5× 117 11.9k
Marilyn Cochran‐Smith United States 55 13.2k 1.4× 1.9k 0.8× 915 0.6× 772 0.8× 4.5k 4.6× 183 15.4k
Pam Sammons United Kingdom 48 9.7k 1.0× 1.8k 0.8× 1.0k 0.7× 145 0.1× 1.3k 1.4× 316 11.3k
Susanna Loeb United States 47 9.3k 1.0× 647 0.3× 1.5k 1.1× 279 0.3× 1.2k 1.2× 261 10.8k
Megan Tschannen‐Moran United States 34 11.5k 1.2× 2.0k 0.9× 725 0.5× 637 0.6× 1.1k 1.2× 62 15.1k
Anita Woolfolk Hoy United States 24 10.9k 1.2× 2.0k 0.9× 404 0.3× 728 0.7× 1.0k 1.1× 32 14.0k
Beatrice F. Birman United States 15 4.3k 0.5× 1.1k 0.5× 661 0.5× 550 0.5× 411 0.4× 36 5.2k

Countries citing papers authored by Laura M. Desimone

Since Specialization
Citations

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

Fields of papers citing papers by Laura M. Desimone

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Laura M. Desimone. 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 Laura M. Desimone. The network helps show where Laura M. Desimone may publish in the future.

Co-authorship network of co-authors of Laura M. Desimone

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

All Works

20 of 20 papers shown
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Desimone, Laura M., et al.. (2025). How policy features can facilitate teacher learning. Professional Development in Education. 51(2). 179–183. 3 indexed citations
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Smith, Thomas M., et al.. (2018). Do Organizational Supports for Math Instruction Improve the Quality of Beginning Teachers’ Instruction?. Teachers College Record The Voice of Scholarship in Education. 120(7). 1–46. 6 indexed citations
8.
Polikoff, Morgan S., et al.. (2017). How is policy affecting classroom instruction?. ScholarlyCommons (University of Pennsylvania).
9.
Hochberg, Eric D., et al.. (2015). Success: A Hybrid Approach Benefits Beginning Teachers. Phi Delta Kappan. 96(8). 70.
10.
Desimone, Laura M. & Michael S. Garet. (2015). Best Practices in Teachers’ Professional Development in the United States. Psychology Society & Education. 7(3). 252–252. 390 indexed citations breakdown →
11.
Desimone, Laura M., et al.. (2013). What They Wish They Had Learned: Middle School Math Teachers Feel Unprepared for the Diversity in Their Classrooms and Short on Content Knowledge. Phi Delta Kappan. 94(7). 62. 3 indexed citations
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Desimone, Laura M.. (2013). Teacher and Administrator Responses to Standards-Based Reform. Teachers College Record The Voice of Scholarship in Education. 115(8). 1–53. 42 indexed citations
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Smith, Thomas M., Laura M. Desimone, & Andrew C. Porter. (2012). Organization and effectiveness of induction programs for new teachers. 1 indexed citations
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Desimone, Laura M.. (2011). Outcomes: Content-Focused Learning Improves Teacher Practice and Student Results.. ˜The œJournal of staff development. 32(4). 8 indexed citations
15.
Phillips, Kristie J. R., Laura M. Desimone, & Thomas M. Smith. (2011). Teacher Participation in Content-Focused Professional Development & the Role of State Policy. Teachers College Record The Voice of Scholarship in Education. 113(11). 2586–2630. 24 indexed citations
16.
Desimone, Laura M.. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher. 38(3). 181–199. 2796 indexed citations breakdown →
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Smith, Thomas M. & Laura M. Desimone. (2003). Do Changes in Patterns of Participation in Teachers' Professional Development Reflect the Goals of Standards-based Reform?.. Educational Horizons. 81(3). 633–645. 24 indexed citations
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Porter, Andrew C., Michael S. Garet, Laura M. Desimone, & Beatrice F. Birman. (2003). Providing Effective Professional Development: Lessons from the Eisenhower Program.. Science educator. 12(1). 23–40. 101 indexed citations
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Birman, Beatrice F., Laura M. Desimone, Andrew C. Porter, & Michael S. Garet. (2000). Designing Professional Development That Works.. Educational leadership. 57(8). 28–33. 450 indexed citations
20.
Desimone, Laura M., et al.. (1998). 21C: A Decade of School-Based Child Care.. Principal. 77(3). 43–46. 3 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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