Megin Charner‐Laird

424 total citations
18 papers, 247 citations indexed

About

Megin Charner‐Laird is a scholar working on Education, Literature and Literary Theory and Sociology and Political Science. According to data from OpenAlex, Megin Charner‐Laird has authored 18 papers receiving a total of 247 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 4 papers in Literature and Literary Theory and 2 papers in Sociology and Political Science. Recurrent topics in Megin Charner‐Laird's work include Teacher Education and Leadership Studies (8 papers), Parental Involvement in Education (4 papers) and Literacy, Media, and Education (4 papers). Megin Charner‐Laird is often cited by papers focused on Teacher Education and Leadership Studies (8 papers), Parental Involvement in Education (4 papers) and Literacy, Media, and Education (4 papers). Megin Charner‐Laird collaborates with scholars based in United States. Megin Charner‐Laird's co-authors include Matthew A. Kraft, Susan M. Johnson, John P. Papay, Christina L. Dobbs, Dyan Watson and Joshua F. Lawrence and has published in prestigious journals such as Teachers College Record The Voice of Scholarship in Education, Journal of Teacher Education and Educational Administration Quarterly.

In The Last Decade

Megin Charner‐Laird

17 papers receiving 211 citations

Peers

Megin Charner‐Laird
Susan Colby United States
John E. Henning United States
Ruth Heilbronn United Kingdom
Kari K Pitkänen Finland
Sally Wai‐Yan Wan Hong Kong
Ruth Dann United Kingdom
Darlene Ciuffetelli Parker Canada
Kip Téllez United States
Tony Burner Norway
Kate Brayko United States
Susan Colby United States
Megin Charner‐Laird
Citations per year, relative to Megin Charner‐Laird Megin Charner‐Laird (= 1×) peers Susan Colby

Countries citing papers authored by Megin Charner‐Laird

Since Specialization
Citations

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

Fields of papers citing papers by Megin Charner‐Laird

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Megin Charner‐Laird. 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 Megin Charner‐Laird. The network helps show where Megin Charner‐Laird may publish in the future.

Co-authorship network of co-authors of Megin Charner‐Laird

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

All Works

18 of 18 papers shown
1.
Dobbs, Christina L., et al.. (2024). Critical Disciplinary Literacy. 1 indexed citations
2.
Charner‐Laird, Megin, et al.. (2019). Bridging the Progressive-Traditional Divide in Education Reform. 3 indexed citations
3.
Dobbs, Christina L., et al.. (2019). Disciplinary Literacy Inquiry and Instruction. 5 indexed citations
4.
Charner‐Laird, Megin, et al.. (2019). Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills. NASSP Bulletin. 103(1). 5–31. 14 indexed citations
5.
Dobbs, Christina L., et al.. (2017). What Literacy Means in Math Class: Teacher Team Explores Ways to Remake Instruction to Develop Students' Skills.. 38(2). 66–70.
6.
Charner‐Laird, Megin, et al.. (2017). What real high performance looks like. Phi Delta Kappan. 98(7). 38–42. 3 indexed citations
7.
Dobbs, Christina L., et al.. (2017). Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning. 8 indexed citations
8.
Charner‐Laird, Megin, et al.. (2017). Gauging Goodness of Fit: Teachers’ Responses to Their Instructional Teams in High-Poverty Schools. American Journal of Education. 123(4). 553–584. 13 indexed citations
9.
Charner‐Laird, Megin, et al.. (2016). From Collegial Support to Critical Dialogue: Including New Teachers' Voices in Collaborative Work. 40(2). 1. 6 indexed citations
10.
Dobbs, Christina L., et al.. (2016). Creative Tension: Turn The Challenges of Learning Together Into Opportunities. ˜The œJournal of staff development. 37(6). 28–31. 2 indexed citations
11.
Dobbs, Christina L., et al.. (2016). Delicate Layers of Learning: Achieving Disciplinary Literacy Requires Continuous, Collaborative Adjustment.. ˜The œJournal of staff development. 37(2). 34–38. 3 indexed citations
12.
Charner‐Laird, Megin, et al.. (2016). The Roles of Teacher Leaders in Guiding PLCs Focused on Disciplinary Literacy. Journal of School Leadership. 26(6). 975–1001. 2 indexed citations
13.
Dobbs, Christina L., et al.. (2016). Scaling up professional learning: technical expectations and adaptive challenges. Professional Development in Education. 43(5). 729–748. 10 indexed citations
14.
Dobbs, Christina L., et al.. (2016). Layering Intermediate and Disciplinary Literacy Work: Lessons Learned From a Secondary Social Studies Teacher Team. Journal of Adolescent & Adult Literacy. 60(2). 131–139. 23 indexed citations
15.
Kraft, Matthew A., et al.. (2015). Educating Amid Uncertainty. Educational Administration Quarterly. 51(5). 753–790. 70 indexed citations
16.
Dobbs, Christina L., et al.. (2014). Bridge Builders: Teacher Leaders Forge Connections and Bring Coherence to Literacy Initiative.. ˜The œJournal of staff development. 35(3). 22. 3 indexed citations
17.
Johnson, Susan M., et al.. (2014). Ready to Lead, but How? Teachers’ Experiences in High-Poverty Urban Schools. Teachers College Record The Voice of Scholarship in Education. 116(10). 1–50. 48 indexed citations
18.
Watson, Dyan, et al.. (2006). Effective Teaching/Effective Urban Teaching. Journal of Teacher Education. 57(4). 395–409. 33 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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2026