Lawrence H. Cross

1.7k total citations
28 papers, 1.2k citations indexed

About

Lawrence H. Cross is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Lawrence H. Cross has authored 28 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 4 papers in Safety Research and 4 papers in Developmental and Educational Psychology. Recurrent topics in Lawrence H. Cross's work include Student Assessment and Feedback (6 papers), Teacher Education and Leadership Studies (5 papers) and Teacher Professional Development and Motivation (4 papers). Lawrence H. Cross is often cited by papers focused on Student Assessment and Feedback (6 papers), Teacher Education and Leadership Studies (5 papers) and Teacher Professional Development and Motivation (4 papers). Lawrence H. Cross collaborates with scholars based in United States. Lawrence H. Cross's co-authors include Bonnie S. Billingsley, Robert B. Frary, Larry Weber, Lee M. Wolfle, Steven M. Culver, John K. Burton, Barbara B. Lockee, Sharan B. Merriam, James C. Impara and Richard M. Jaeger and has published in prestigious journals such as American Educational Research Journal, Educational and Psychological Measurement and Educational Technology Research and Development.

In The Last Decade

Lawrence H. Cross

27 papers receiving 827 citations

Peers

Lawrence H. Cross

EDUCA

DEP

SP

SR

OBHRM

Roland Vandenberghe Belgium

Elena C. Papanastasiou Cyprus

Robert B. Kottkamp United States

George G. Stern United States

Joyce P. Gall

Chad D. Ellett United States

Lisa L. Thomas United States

Ronelle Langley United States

David T. Conley United States

Russell Waugh Australia

Roland Vandenberghe Belgium

Lawrence H. Cross

971 ×1.3

EDUCA

201 ×0.9

DEP

300 ×1.4

SP

59 ×0.3

SR

116 ×0.9

OBHRM

Citations per year, relative to Lawrence H. Cross Lawrence H. Cross (= 1×) peers Roland Vandenberghe

Countries citing papers authored by Lawrence H. Cross

Since Specialization

Citations

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

Fields of papers citing papers by Lawrence H. Cross

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lawrence H. Cross. 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 Lawrence H. Cross. The network helps show where Lawrence H. Cross may publish in the future.

Co-authorship network of co-authors of Lawrence H. Cross

This figure shows the co-authorship network connecting the top 25 collaborators of Lawrence H. Cross. A scholar is included among the top collaborators of Lawrence H. Cross 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 Lawrence H. Cross. Lawrence H. Cross 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

1.

Miller, Larry E., et al.. (2004). Bone Mineral Density in Postmenopausal Women. The Physician and Sportsmedicine. 32(2). 18–24. 5 indexed citations

2.

Cross, Lawrence H. & Robert B. Frary. (1999). Hodgepodge Grading: Endorsed by Students and Teachers Alike. Applied Measurement in Education. 12(1). 53–72. 108 indexed citations

3.

Billingsley, Bonnie S., et al.. (1994). The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching. Remedial and Special Education. 15(5). 297–310. 145 indexed citations

4.

Cross, Lawrence H. & Bonnie S. Billingsley. (1994). Testing a Model of Special Educators' Intent to Stay in Teaching. Exceptional Children. 60(5). 411–421. 92 indexed citations

5.

Cross, Lawrence H., Robert B. Frary, & Larry Weber. (1993). College Grading: Achievement, Attitudes, and Effort. College Teaching. 41(4). 143–148. 11 indexed citations

6.

Frary, Robert B., Lawrence H. Cross, & Larry Weber. (1993). Testing and Grading Practices and Opinions of Secondary Teachers of Academic Subjects: Implications for Instruction in Measurement. Educational Measurement Issues and Practice. 12(3). 23–30. 67 indexed citations

7.

Billingsley, Bonnie S. & Lawrence H. Cross. (1991). Teachers' Decisions To Transfer From Special To General Education. The Journal of Special Education. 24(4). 496–511. 94 indexed citations

8.

Billingsley, Bonnie S. & Lawrence H. Cross. (1991). General Education Teachers' Interest in Special Education Teaching. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 14(3). 162–168. 11 indexed citations

9.

Culver, Steven M., Lee M. Wolfle, & Lawrence H. Cross. (1990). Testing a Model of Teacher Satisfaction for Blacks and Whites. American Educational Research Journal. 27(2). 323–323. 5 indexed citations

10.

Culver, Steven M., Lee M. Wolfle, & Lawrence H. Cross. (1990). Testing a Model of Teacher Satisfaction for Blacks and Whites. American Educational Research Journal. 27(2). 323–349. 64 indexed citations

11.

Creamer, Don G., et al.. (1989). UNDECIDED, MULTIPLE CHANGE, AND DECIDED STUDENTS. NACADA Journal. 9(1). 46–50. 12 indexed citations

12.

Cross, Lawrence H., et al.. (1985). ESTABLISHING MINIMUM STANDARDS FOR ESSAYS: BLIND VERSUS INFORMED RÉVIEWS. Journal of Educational Measurement. 22(2). 137–146. 7 indexed citations

13.

Cross, Lawrence H.. (1985). Validation of the NTE Tests for Certification Decisions. Educational Measurement Issues and Practice. 4(3). 7–10. 11 indexed citations

14.

Cross, Lawrence H., James C. Impara, Robert B. Frary, & Richard M. Jaeger. (1984). A COMPARISON OF THREE METHODS FOR ESTABLISHING MINIMUM STANDARDS ON THE NATIONAL TEACHER EXAMINATIONS. Journal of Educational Measurement. 21(2). 113–129. 58 indexed citations

15.

Merriam, Sharan B. & Lawrence H. Cross. (1982). ADULTHOOD AND REMINISCENCE: A DESCRIPTIVE STUDY. Educational Gerontology. 8(3). 275–290. 33 indexed citations

16.

Merriam, Sharan B., Lawrence H. Cross, & Haworth Continuing Features Submission. (1981). AGING, REMINISCENCE AND LIFE SATISFACTION. Activities Adaptation & Aging. 2(1). 39–50. 12 indexed citations

17.

Cross, Lawrence H., et al.. (1980). Teachers’ Evaluative Comments and Pupil Perception of Control. The Journal of Experimental Education. 49(2). 68–71. 2 indexed citations

18.

Cross, Lawrence H. & Robert B. Frary. (1977). AN EMPIRICAL TEST OF LORD'S THEORETICAL RESULTS REGARDING FORMULA SCORING OF MULTIPLE‐CHOICE TESTS. Journal of Educational Measurement. 14(4). 313–321. 49 indexed citations

19.

Mann, Lester, et al.. (1973). FACTORIAL STRUCTURE OF THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES. Psychological Reports. 32(3). 931–935. 1 indexed citations

20.

Mann, Lester, et al.. (1972). Models for Measuring Induced Affective Change: Some Neglected Methodological Considerations. Psychological Reports. 30(3). 775–787. 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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