Rachel Roegman

548 total citations
49 papers, 332 citations indexed

About

Rachel Roegman is a scholar working on Education, Information Systems and Management and Sociology and Political Science. According to data from OpenAlex, Rachel Roegman has authored 49 papers receiving a total of 332 indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in Education, 17 papers in Information Systems and Management and 12 papers in Sociology and Political Science. Recurrent topics in Rachel Roegman's work include Teacher Education and Leadership Studies (27 papers), Educational Assessment and Improvement (17 papers) and Collaborative Teaching and Inclusion (10 papers). Rachel Roegman is often cited by papers focused on Teacher Education and Leadership Studies (27 papers), Educational Assessment and Improvement (17 papers) and Collaborative Teaching and Inclusion (10 papers). Rachel Roegman collaborates with scholars based in United States, Hong Kong and France. Rachel Roegman's co-authors include A. Lin Goodwin, Emilie Mitescu Reagan, Thomas Hatch, Carolyn Riehl, David Allen, Kathryn Hill, Yukiko Maeda, Michelle Knight, Sarah L. Woulfin and Ala Samarapungavan and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Educational Research Journal and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Rachel Roegman

46 papers receiving 307 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rachel Roegman United States 11 278 79 73 21 20 49 332
Diane Stark Rentner 10 251 0.9× 84 1.1× 38 0.5× 41 2.0× 23 1.1× 32 318
Bonnie C. Fusarelli United States 9 201 0.7× 46 0.6× 35 0.5× 17 0.8× 14 0.7× 26 256
Craig D. Jerald 8 271 1.0× 35 0.4× 48 0.7× 34 1.6× 26 1.3× 21 325
Kavita Kapadia Matsko United States 9 422 1.5× 48 0.6× 64 0.9× 33 1.6× 23 1.1× 18 446
Lauren Sartain United States 8 288 1.0× 121 1.5× 44 0.6× 24 1.1× 5 0.3× 27 310
Benjamin K. Master United States 8 325 1.2× 110 1.4× 24 0.3× 43 2.0× 10 0.5× 22 381
Luke C. Miller United States 9 247 0.9× 45 0.6× 23 0.3× 12 0.6× 21 1.1× 27 282
Van E. Cooley United States 11 246 0.9× 94 1.2× 32 0.4× 30 1.4× 20 1.0× 28 337
Jane Clark Lindle United States 10 253 0.9× 46 0.6× 41 0.6× 26 1.2× 8 0.4× 47 303
Timothy A. Drake United States 10 355 1.3× 180 2.3× 23 0.3× 22 1.0× 11 0.6× 25 419

Countries citing papers authored by Rachel Roegman

Since Specialization
Citations

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

Fields of papers citing papers by Rachel Roegman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rachel Roegman

This figure shows the co-authorship network connecting the top 25 collaborators of Rachel Roegman. A scholar is included among the top collaborators of Rachel Roegman 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 Rachel Roegman. Rachel Roegman 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.
Roegman, Rachel, et al.. (2021). How Conceptions of Equity Inform Principal Data Use: A Purposeful Examination of Principals From Four School Districts. Educational Administration Quarterly. 58(2). 183–222. 11 indexed citations
2.
Reagan, Emilie Mitescu, et al.. (2021). What Makes Teacher Preparation Legitimate? An Analysis of Teacher Residency Websites. Action in Teacher Education. 43(2). 144–159. 5 indexed citations
3.
Roegman, Rachel, et al.. (2021). Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions. Education and Urban Society. 53(8). 855–885. 2 indexed citations
4.
Roegman, Rachel, et al.. (2019). Reversing Course: Equity-Focused Leadership in Action.. Educational leadership. 76(6). 58–63. 1 indexed citations
5.
Roegman, Rachel & Sarah L. Woulfin. (2019). Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership. Journal of Educational Administration. 57(1). 2–20. 8 indexed citations
6.
Roegman, Rachel, David Allen, & Thomas Hatch. (2019). Dismantling Roadblocks to Equity? The Impact of Advanced Placement Initiatives on Black and Latinx Students’ Access and Performance. Teachers College Record The Voice of Scholarship in Education. 121(5). 1–32. 5 indexed citations
7.
Roegman, Rachel. (2018). Seen, unseen, and unforeseen dangers: what a White emerging scholar learned about positionality in research with racially diverse practitioners. International Journal of Qualitative Studies in Education. 31(9). 836–850. 6 indexed citations
8.
Roegman, Rachel, et al.. (2018). How dress codes criminalize males and sexualize females of color. Phi Delta Kappan. 100(2). 54–58. 5 indexed citations
9.
Roegman, Rachel, et al.. (2017). Learner-Centered Mentoring: Building from Student Teachers' Individual Needs and Experiences as Novice Practitioners. Teacher education quarterly (Claremont, Calif.). 44(3). 93–117. 9 indexed citations
10.
Reagan, Emilie Mitescu, Rachel Roegman, & A. Lin Goodwin. (2017). Inquiry in the Round? Education Rounds in an Teacher Residency Program. Action in Teacher Education. 39(3). 239–254. 4 indexed citations
11.
Roegman, Rachel. (2017). How Contexts Matter: A Framework for Understanding the Role of Contexts in Equity-Focused Educational Leadership. Journal of School Leadership. 27(1). 6–30. 5 indexed citations
12.
13.
Roegman, Rachel & Thomas Hatch. (2016). The AP lever for boosting access, success, and equity. Phi Delta Kappan. 97(5). 20–25. 7 indexed citations
14.
Reagan, Emilie Mitescu, et al.. (2015). Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research. 73. 65–76. 7 indexed citations
15.
Roegman, Rachel, et al.. (2015). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment Evaluation and Accountability. 28(2). 111–137. 8 indexed citations
16.
Goodwin, A. Lin, Rachel Roegman, & Emilie Mitescu Reagan. (2015). Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching. Urban Education. 51(10). 1198–1225. 30 indexed citations
17.
Knight, Michelle, et al.. (2015). My American Dream. Education and Urban Society. 48(9). 827–851. 11 indexed citations
18.
Roegman, Rachel, Michelle Knight, Ashley Taylor, & Vaughn W. M. Watson. (2014). From microscope to mirror: doctoral students’ evolving positionalities through engagement with culturally sensitive research. International Journal of Qualitative Studies in Education. 29(1). 44–65. 7 indexed citations
19.
Hatch, Thomas & Rachel Roegman. (2012). Out of Isolation: Superintendents Band Together to Improve Instruction and Equity in Their Districts.. ˜The œJournal of staff development. 33(6). 37–41. 3 indexed citations
20.
Roegman, Rachel & Carolyn Riehl. (2012). Playing Doctor with Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds. Journal of School Leadership. 22(5). 922–952. 14 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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