Natalie Förster

811 total citations
29 papers, 530 citations indexed

About

Natalie Förster is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Natalie Förster has authored 29 papers receiving a total of 530 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Developmental and Educational Psychology and 9 papers in Information Systems and Management. Recurrent topics in Natalie Förster's work include Reading and Literacy Development (11 papers), Educational Assessment and Improvement (9 papers) and Educational Strategies and Epistemologies (5 papers). Natalie Förster is often cited by papers focused on Reading and Literacy Development (11 papers), Educational Assessment and Improvement (9 papers) and Educational Strategies and Epistemologies (5 papers). Natalie Förster collaborates with scholars based in Germany, Luxembourg and Netherlands. Natalie Förster's co-authors include Elmar Souvignier, Boris Forthmann, Johanna Kaiser, Detlev Leutner, Stefan Ufer, Andreas Hetmanek, Constance Karing, Stephanie Herppich, Anna‐Katharina Praetorius and Karina Karst and has published in prestigious journals such as Journal of Educational Psychology, Teaching and Teacher Education and Learning and Instruction.

In The Last Decade

Natalie Förster

28 papers receiving 511 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Natalie Förster Germany 10 345 227 109 86 62 29 530
Marjolein Deunk Netherlands 9 332 1.0× 159 0.7× 47 0.4× 37 0.4× 30 0.5× 30 467
Svenja Rieser Germany 9 502 1.5× 137 0.6× 63 0.6× 108 1.3× 143 2.3× 14 624
Benjamin Herbert Germany 5 363 1.1× 97 0.4× 44 0.4× 78 0.9× 112 1.8× 7 462
Annemieke Smale-Jacobse Netherlands 5 353 1.0× 83 0.4× 42 0.4× 38 0.4× 43 0.7× 7 458
Dominik Leiß Germany 13 484 1.4× 261 1.1× 43 0.4× 155 1.8× 45 0.7× 64 680
Marissa J. Filderman United States 8 199 0.6× 180 0.8× 49 0.4× 45 0.5× 28 0.5× 21 366
Stephanie Herppich Germany 8 311 0.9× 174 0.8× 37 0.3× 48 0.6× 29 0.5× 17 386
Karina Karst Germany 11 267 0.8× 97 0.4× 37 0.3× 88 1.0× 82 1.3× 24 357
Allison Ward Parsons United States 11 428 1.2× 187 0.8× 28 0.3× 42 0.5× 51 0.8× 23 547
Rebekka Stahnke Germany 8 330 1.0× 105 0.5× 40 0.4× 65 0.8× 39 0.6× 15 394

Countries citing papers authored by Natalie Förster

Since Specialization
Citations

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

Fields of papers citing papers by Natalie Förster

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Natalie Förster

This figure shows the co-authorship network connecting the top 25 collaborators of Natalie Förster. A scholar is included among the top collaborators of Natalie Förster 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 Natalie Förster. Natalie Förster 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.
2.
Souvignier, Elmar, et al.. (2024). The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs. European Journal of Teacher Education. 1–19. 1 indexed citations
3.
Förster, Natalie, et al.. (2024). Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses. Teaching and Teacher Education. 141. 104509–104509. 2 indexed citations
4.
Förster, Natalie, Boris Forthmann, Mitja D. Back, & Elmar Souvignier. (2022). Effects of the COVID-19 pandemic on reading performance of second grade children in Germany. Reading and Writing. 36(2). 289–315. 9 indexed citations
5.
Forthmann, Boris, Natalie Förster, & Elmar Souvignier. (2022). Multilevel and empirical reliability estimates of learning growth: A simulation study and empirical illustration. Frontiers in Education. 7. 1 indexed citations
6.
Forthmann, Boris, Natalie Förster, & Elmar Souvignier. (2022). Shaky Student Growth? A Comparison of Robust Bayesian Learning Progress Estimation Methods. Journal of Intelligence. 10(1). 16–16. 4 indexed citations
7.
Förster, Natalie & Jörg‐Tobias Kuhn. (2021). Ice Is Hot and Water Is Dry. European Journal of Psychological Assessment. 39(2). 96–105. 5 indexed citations
8.
Espin, Christine A., Natalie Förster, & Suzanne E. Mol. (2021). International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series. Journal of Learning Disabilities. 54(4). 239–242. 5 indexed citations
9.
Forthmann, Boris, et al.. (2020). How Much g Is in the Distractor? Re-Thinking Item-Analysis of Multiple-Choice Items. Journal of Intelligence. 8(1). 11–11. 7 indexed citations
10.
Förster, Natalie, et al.. (2019). Students´ reading ability moderates the effects of teachers´ beliefs on students´ reading progress. Frontline Learning Research. 1–22. 7 indexed citations
11.
12.
Herppich, Stephanie, Anna‐Katharina Praetorius, Andreas Hetmanek, et al.. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften. Open Repository and Bibliography (University of Luxembourg). 7 indexed citations
13.
Förster, Natalie, Jörg‐Tobias Kuhn, & Elmar Souvignier. (2017). Normierung von Verfahren zur Lernverlaufsdiagnostik. peDOCS. 9(2). 116–122. 4 indexed citations
14.
Förster, Natalie, et al.. (2017). Assessing Teachers’ Competencies to Read and Interpret Graphs from Learning Progress Assessment: Results from Tests and Interviews. Learning Disabilities Research and Practice. 32(1). 61–70. 36 indexed citations
15.
Humberg, Sarah, Natalie Förster, Johanna Kaiser, & Felix D. Schönbrodt. (2016). Konsequenzen akkurater Lehrerurteile: Response Surface Analyse als statistisches Verfahren zur Untersuchung von Übereinstimmungshypothesen. OSF Preprints (OSF Preprints). 1 indexed citations
16.
17.
Förster, Natalie & Elmar Souvignier. (2011). Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators.. 9(2). 65–88. 16 indexed citations
18.
Souvignier, Elmar & Natalie Förster. (2011). Effekte prozessorientierter Diagnostik auf die Entwicklung der Lesekompetenz leseschwacher Viertklässler. peDOCS. 3(3). 243–255. 2 indexed citations
19.
Thielsch, Meinald T. & Natalie Förster. (2007). Präsentationssoftware: Nutzung und funktionale Anforderungen.. 71–78.
20.
Thielsch, Meinald T., et al.. (2006). Usability von Präsentationssoftware. 90–94. 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.

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