Countries citing papers authored by Michael P. Ford
Since
Specialization
Citations
This map shows the geographic impact of Michael P. Ford'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 Michael P. Ford with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael P. Ford more than expected).
This network shows the impact of papers produced by Michael P. Ford. 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 Michael P. Ford. The network helps show where Michael P. Ford may publish in the future.
Co-authorship network of co-authors of Michael P. Ford
This figure shows the co-authorship network connecting the top 25 collaborators of Michael P. Ford.
A scholar is included among the top collaborators of Michael P. Ford 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 Michael P. Ford. Michael P. Ford is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ford, Michael P., et al.. (2011). Looking Back to Move Forward with Guided Reading. ScholarWorks - WMU (Western Michigan University). 50(4). 225–240.17 indexed citations
Ford, Michael P., et al.. (2008). Do-able Differentiation: Varying Groups, Texts, and Supports to Reach Readers.5 indexed citations
5.
Ford, Michael P., et al.. (2006). Books and Beyond: New Ways to Reach Readers.1 indexed citations
6.
Ford, Michael P.. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers.12 indexed citations
7.
Ford, Michael P., et al.. (2002). Using Centers To Engage Children during Guided Reading Time: Intensifying Learning Experiences Away from the Teacher.. The Reading Teacher. 55(8).13 indexed citations
8.
Ford, Michael P., et al.. (2002). Where Have All the Bluebirds Gone?: How to Soar with Flexible Grouping.5 indexed citations
Ford, Michael P.. (1994). Portfolios and Rubrics: Teachers' Close Encounters with Self-Evaluation as Learners in Teacher Education Courses..2 indexed citations
Ford, Michael P., et al.. (1991). Portfolio Assessment in Teacher Education Courses: Impact on Students' Beliefs, Attitudes and Habits..12 indexed citations
16.
Ford, Michael P., et al.. (1990). Portfolio Assessment in Teacher Education: A Tale of Two Cities..7 indexed citations
Ford, Michael P., et al.. (1988). Classroom Reading Incentive Programs: Removing the Obstacles and Hurdles for Disabled Readers.. The Reading Teacher. 41(8).1 indexed citations
19.
Ford, Michael P., et al.. (1988). Tips from Reading Clinicians for Coping with Disabled Readers in Regular Classrooms.. The Reading Teacher. 42(1). 18–22.6 indexed citations
20.
Ford, Michael P.. (1987). Young Children's Concepts and Attitudes about Poetry..2 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.