Lea Hubbard

2.4k total citations
37 papers, 1.5k citations indexed

About

Lea Hubbard is a scholar working on Education, Information Systems and Management and Demography. According to data from OpenAlex, Lea Hubbard has authored 37 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 6 papers in Information Systems and Management and 5 papers in Demography. Recurrent topics in Lea Hubbard's work include School Choice and Performance (12 papers), Education Systems and Policy (10 papers) and Teacher Education and Leadership Studies (8 papers). Lea Hubbard is often cited by papers focused on School Choice and Performance (12 papers), Education Systems and Policy (10 papers) and Teacher Education and Leadership Studies (8 papers). Lea Hubbard collaborates with scholars based in United States, Canada and India. Lea Hubbard's co-authors include Amanda Datnow, Hugh Mehan, Irene Villanueva, Angela Lintz, Mary Kay Stein, Nancy Karweit, Dina G. Okamoto, Gilberto Q. Conchas, Judith M. Ottoson and Corrie Stone‐Johnson and has published in prestigious journals such as Contemporary Sociology A Journal of Reviews, Teachers College Record The Voice of Scholarship in Education and American Journal of Education.

In The Last Decade

Lea Hubbard

34 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lea Hubbard United States 17 1.1k 414 311 120 115 37 1.5k
Linda Skrla United States 19 1.3k 1.2× 243 0.6× 324 1.0× 73 0.6× 88 0.8× 60 1.5k
Demetra Kalogrides United States 23 1.5k 1.4× 275 0.7× 474 1.5× 90 0.8× 58 0.5× 51 1.8k
Joan E. Talbert United States 15 937 0.9× 324 0.8× 177 0.6× 173 1.4× 140 1.2× 26 1.3k
Gerald W. Bracey United States 17 1.1k 1.0× 129 0.3× 200 0.6× 169 1.4× 67 0.6× 243 1.4k
Carolyn Riehl United States 14 1.3k 1.1× 138 0.3× 192 0.6× 149 1.2× 51 0.4× 24 1.4k
John P. Papay United States 17 1.7k 1.5× 424 1.0× 164 0.5× 97 0.8× 90 0.8× 49 2.0k
Dorothea Anagnostopoulos United States 19 715 0.7× 195 0.5× 203 0.7× 101 0.8× 51 0.4× 35 923
Sharon D. Kruse United States 17 1.2k 1.1× 279 0.7× 151 0.5× 238 2.0× 69 0.6× 52 1.5k
Michael S. Knapp United States 24 1.2k 1.1× 351 0.8× 165 0.5× 242 2.0× 132 1.1× 70 1.6k
Megan Hopkins United States 20 1.0k 0.9× 233 0.6× 327 1.1× 141 1.2× 74 0.6× 59 1.4k

Countries citing papers authored by Lea Hubbard

Since Specialization
Citations

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

Fields of papers citing papers by Lea Hubbard

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lea Hubbard. 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 Lea Hubbard. The network helps show where Lea Hubbard may publish in the future.

Co-authorship network of co-authors of Lea Hubbard

This figure shows the co-authorship network connecting the top 25 collaborators of Lea Hubbard. A scholar is included among the top collaborators of Lea Hubbard 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 Lea Hubbard. Lea Hubbard 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
1.
Stone‐Johnson, Corrie, et al.. (2023). Responsible School Leadership: Exploring Role Expansion in Crisis and Beyond. Journal of School Leadership. 33(5). 472–490. 10 indexed citations
2.
Weng, John & Lea Hubbard. (2022). UNDERSTANDING THE IMPACT OF CASE-IN-POINT COURSES IN GRADUATE LEADERSHIP PROGRAMS. Journal of Leadership Education. 21(2). 51–68. 4 indexed citations
3.
Hubbard, Lea & Amanda Datnow. (2020). Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change. American Journal of Education. 126(4). 499–518. 16 indexed citations
4.
Datnow, Amanda & Lea Hubbard. (2015). Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future. Teachers College Record The Voice of Scholarship in Education. 117(4). 1–26. 112 indexed citations
5.
Hubbard, Lea, et al.. (2014). The Viability of Combining Academic and Career Pathways: A Study of Linked Learning. Journal of Education for Students Placed at Risk (JESPAR). 19(1). 1–19. 6 indexed citations
6.
Hubbard, Lea, et al.. (2014). Dimensiones del poder de la reforma escolar: las limitaciones de los sistemas de gobernanza. Pensamiento Educativo Revista de Investigación Educacional Latinoamericana. 51(1). 86–102. 1 indexed citations
7.
Hubbard, Lea, Mary Kay Stein, & Hugh Mehan. (2013). Reform as Learning. 1 indexed citations
8.
Mehan, Hugh, Lea Hubbard, & Amanda Datnow. (2010). A Co-Construction Perspective on Organizational Change and Educational Reform. Teachers College Record The Voice of Scholarship in Education. 112(13). 98–112. 10 indexed citations
9.
Hubbard, Lea, Hugh Mehan, & Mary Kay Stein. (2006). Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego. 81 indexed citations
10.
Mehan, Hugh, Lea Hubbard, & Mary Kay Stein. (2005). When Reforms Travel: The Sequel. Journal of Educational Change. 6(4). 329–362. 12 indexed citations
11.
Hubbard, Lea. (2005). The role of gender in academic achievement. International Journal of Qualitative Studies in Education. 18(5). 605–623. 33 indexed citations
12.
Datnow, Amanda, Lea Hubbard, & Gilberto Q. Conchas. (2001). How Context Mediates Policy: The Implementation of Single Gender Public Schooling in California. Teachers College Record The Voice of Scholarship in Education. 103(2). 184–206. 6 indexed citations
13.
Hubbard, Lea & Hugh Mehan. (1999). Race and Reform: Educational "Niche Picking" in a Hostile Environment. The Journal of Negro Education. 68(2). 213–213. 16 indexed citations
14.
Mehan, Hugh & Lea Hubbard. (1999). Tracking Untracking: Evaluating the Effectiveness of an Educational Innovation. eScholarship (California Digital Library). 5 indexed citations
15.
Hubbard, Lea. (1999). College Aspirations among Low‐Income African American High School Students: Gendered Strategies for Success. Anthropology & Education Quarterly. 30(3). 363–383. 46 indexed citations
16.
Hubbard, Lea & Hugh Mehan. (1999). Scaling Up an Untracking Program: A Co-Constructed Process. Journal of Education for Students Placed at Risk (JESPAR). 4(1). 83–100. 10 indexed citations
17.
Hubbard, Lea. (1997). A Gendered Look at the Academic Achievement of Low Income African-American High School Students: Strategies of Success..
18.
Karweit, Nancy, et al.. (1997). Constructing School Success: The Consequences of Untracking Low-Achieving Students. Contemporary Sociology A Journal of Reviews. 26(4). 487–487. 210 indexed citations
19.
Mehan, Hugh, et al.. (1995). The AVID Classroom: Academic and Social Support for Low-Achieving Students. Teachers College Record The Voice of Scholarship in Education. 96(5). 53–69. 11 indexed citations
20.
Mehan, Hugh, et al.. (1995). Chapter IV: The AVID Classroom: Academic and Social Support for Low-Achieving Students. Teachers College Record The Voice of Scholarship in Education. 96(5). 53–69.

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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