Peggy Estrada

480 total citations
11 papers, 335 citations indexed

About

Peggy Estrada is a scholar working on Education, Linguistics and Language and Literature and Literary Theory. According to data from OpenAlex, Peggy Estrada has authored 11 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 4 papers in Linguistics and Language and 3 papers in Literature and Literary Theory. Recurrent topics in Peggy Estrada's work include Multilingual Education and Policy (4 papers), Second Language Learning and Teaching (3 papers) and School Choice and Performance (3 papers). Peggy Estrada is often cited by papers focused on Multilingual Education and Policy (4 papers), Second Language Learning and Teaching (3 papers) and School Choice and Performance (3 papers). Peggy Estrada collaborates with scholars based in United States. Peggy Estrada's co-authors include Robert D. Hess, Susan D. Holloway, William F. Arsenio, Haiwen Wang, Timea Farkas, Roland G. Tharp, Lois A. Yamauchi, Claude Goldenberg, Kenji Hakuta and Karen D. Thompson and has published in prestigious journals such as Developmental Psychology, American Educational Research Journal and Journal of Research on Adolescence.

In The Last Decade

Peggy Estrada

10 papers receiving 278 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Peggy Estrada United States	8	223	120	67	58	55	11	335
Rosemary Gonzalez United States	4	199 0.9×	103 0.9×	38 0.6×	45 0.8×	29 0.5×	6	309
Phyllis Robertson United States	10	170 0.8×	87 0.7×	46 0.7×	42 0.7×	109 2.0×	31	305
Natalia Palacios United States	11	357 1.6×	147 1.2×	95 1.4×	36 0.6×	184 3.3×	33	545
Enedina García‐Vázquez United States	9	104 0.5×	63 0.5×	38 0.6×	80 1.4×	52 0.9×	13	264
Amelia Church Australia	13	278 1.2×	96 0.8×	28 0.4×	44 0.8×	83 1.5×	30	439
Mikhail Lyubansky United States	10	133 0.6×	133 1.1×	33 0.5×	50 0.9×	52 0.9×	21	317
Donato Tarulli Canada	8	105 0.5×	74 0.6×	13 0.2×	38 0.7×	56 1.0×	11	233
Todd V. Fletcher United States	10	240 1.1×	57 0.5×	81 1.2×	14 0.2×	100 1.8×	20	361
Beverly Cabello United States	7	220 1.0×	77 0.6×	24 0.4×	36 0.6×	55 1.0×	14	309
Cathy D. Kea United States	11	278 1.2×	57 0.5×	23 0.3×	30 0.5×	74 1.3×	24	347

Countries citing papers authored by Peggy Estrada

Since Specialization

Citations

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

Fields of papers citing papers by Peggy Estrada

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peggy Estrada

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

All Works

Sort: Min cites: Since: Top N: Style:

11 of 11 papers shown

Estrada, Peggy. (2021). Classroom Composition Policy for Elementary Students Labeled English Learner: The Best of Intentions Gone Awry and Rectification. The Educational Forum. 86(1). 67–79.

Estrada, Peggy, Haiwen Wang, & Timea Farkas. (2019). Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn. American Educational Research Journal. 57(4). 1791–1836. 12 indexed citations

Tharp, Roland G., et al.. (2018). Teaching Transformed. 7 indexed citations

Estrada, Peggy & Haiwen Wang. (2017). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal. 55(2). 207–242. 35 indexed citations

Umansky, Ilana M., Sean F. Reardon, Kenji Hakuta, et al.. (2015). Improving the Opportunities and Outcomes of California's Students Learning English: Findings from School District-University Collaborative Partnerships. Policy Brief 15-1.. 2 indexed citations

Estrada, Peggy. (2014). English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches. The Urban Review. 46(4). 535–573. 60 indexed citations

Estrada, Peggy & Haiwen Wang. (2013). Reclassifying and Not Reclassifying English Learners to Fluent English Proficient, Year 1 Findings: Factors Impeding and Facilitating Reclassification and Access to the Core.. Grantee Submission. 8 indexed citations

Estrada, Peggy. (2005). The Courage to Grow: A Researcher and Teacher Linking Professional Development with Small-Group Reading Instruction and Student Achievement. Research in the Teaching of English. 39(4). 320–364. 19 indexed citations

Estrada, Peggy. (1995). Adolescents' Self-Report of Prosocial Responses to Friends and Acquaintances: The Role of Sympathy-Related Cognitive, Affective, and Motivational Processes. Journal of Research on Adolescence. 5(2). 173–200. 29 indexed citations

10.

Estrada, Peggy, William F. Arsenio, Robert D. Hess, & Susan D. Holloway. (1987). Affective quality of the mother–child relationship: Longitudinal consequences for children's school-relevant cognitive functioning.. Developmental Psychology. 23(2). 210–215. 157 indexed citations

11.

Estrada, Peggy, William F. Arsenio, Robert D. Hess, & Susan D. Holloway. (1987). Affective quality of the mother-child relationship: Longitudinal consequences for children's school-relevant cognitive functioning.. Developmental Psychology. 23(2). 210–215. 6 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.

Explore authors with similar magnitude of impact