Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
COVID 19 – school leadership in disruptive times
2020333 citationsAlma Harris, Michelle JonesSchool Leadership and Managementprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Michelle Jones
Since
Specialization
Citations
This map shows the geographic impact of Michelle Jones'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 Michelle Jones with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michelle Jones more than expected).
This network shows the impact of papers produced by Michelle Jones. 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 Michelle Jones. The network helps show where Michelle Jones may publish in the future.
Co-authorship network of co-authors of Michelle Jones
This figure shows the co-authorship network connecting the top 25 collaborators of Michelle Jones.
A scholar is included among the top collaborators of Michelle Jones 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 Michelle Jones. Michelle Jones is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Harris, Alma & Michelle Jones. (2019). System Recall: Leading for Equity and Excellence. Corwin Press eBooks.3 indexed citations
12.
Harris, Alma, Michelle Jones, & Jane B. Huffman. (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Cronfa (Swansea University).39 indexed citations
13.
Adams, Donnie, Alma Harris, & Michelle Jones. (2016). Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child.. 4(3). 58–71.46 indexed citations
14.
Jones, Michelle. (2015). School leadership development in Hong Kong: Taking a retrospective and prospective view on policy and practice. Cronfa (Swansea University).1 indexed citations
15.
Harris, Alma & Michelle Jones. (2015). Beyond four walls?: Professional learning communities within and between schools. 37(4). 10.1 indexed citations
Jones, Michelle. (2015). Teacher leadership: The future direction of educational reform?. Cronfa (Swansea University).
18.
Jones, Michelle. (2012). Connect to learn: Learn to connect. Cronfa (Swansea University).11 indexed citations
19.
Jones, Michelle. (2012). Connecting professional learning: leading effective collaborative enquiry across teaching school alliances. Cronfa (Swansea University).7 indexed citations
20.
Jones, Michelle, et al.. (2009). Partnering for Formation in Ministry: A Descriptive Survey of On-Site Field Education Mentoring. 29.2 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.