M. Arthur Garmon
- Education top 2%
- Sociology and Political Science top 10%
- General Agricultural and Biological Sciences top 5%
- Linguistics and Language top 10%
- Social Psychology
- Co-authors
- Troy V. MariageCarol Sue Englert
- Topics
- Teacher Education and Leadership Studies (7 papers)Global Education and Multiculturalism (2 papers)Diverse Educational Innovations Studies (2 papers)
- Journals
- Journal of Teacher EducationRemedial and Special EducationCollege student journal
- Partner nations
- United States
In The Last Decade
M. Arthur Garmon
8 papers receiving 397 citations
Peers
Comparison fields: 5 of 48
- Education 417
- Sociology and Political Science 188
- General Agricultural and Biological Sciences 47
- Linguistics and Language 38
- Social Psychology 36
Countries citing papers authored by M. Arthur Garmon
This map shows the geographic impact of M. Arthur Garmon'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 M. Arthur Garmon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites M. Arthur Garmon more than expected).
Fields of papers citing papers by M. Arthur Garmon
This network shows the impact of papers produced by M. Arthur Garmon. 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 M. Arthur Garmon. The network helps show where M. Arthur Garmon may publish in the future.
Co-authorship network of co-authors of M. Arthur Garmon
This figure shows the co-authorship network connecting the top 25 collaborators of M. Arthur Garmon. A scholar is included among the top collaborators of M. Arthur Garmon 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 M. Arthur Garmon. M. Arthur Garmon is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 115 | |
| 2 | 240 | |
| 3 | 24 | |
| 4 | The Benefits of Dialogue Journals: What Prospective Teachers Say. | 39 |
| 5 | The significance of race in becoming a teacher | 0 |
| 6 | 41 | |
| 7 | Preservice Teachers' Learning about Diversity: The Influence of Their Existing Racial Attitudes and Beliefs. | 5 |
| 8 | 18 | |
| 9 | Preservice Teachers' Perceptions of the First Year of a Teacher Preparation Program. | 5 |
About M. Arthur Garmon
M. Arthur Garmon is a scholar working on Education, General Agricultural and Biological Sciences and Developmental and Educational Psychology, having authored 9 papers that have together received 487 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (7 papers), Global Education and Multiculturalism (2 papers) and Diverse Educational Innovations Studies (2 papers). The work is most often cited by research in Education (417 citations), Linguistics and Language (38 citations) and General Agricultural and Biological Sciences (47 citations). M. Arthur Garmon has collaborated with scholars based in United States. Frequent co-authors include Troy V. Mariage and Carol Sue Englert. Their work appears in journals such as Journal of Teacher Education, Remedial and Special Education and College student journal.
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.