Reba N. Page
- Education top 5%
- Sociology and Political Science
- Developmental and Educational Psychology
- Safety Research top 10%
- Social Psychology
- Co-authors
- James L. LewisHolly Mariah MenziesMary Haywood MetzRobert K. ReamBegoña EcheverríaMichelle FineGeorge SpindlerShirley Brice Heath
- Topics
- Educator Training and Historical Pedagogy (8 papers)Teacher Education and Leadership Studies (5 papers)Science Education and Perceptions (2 papers)
- Partner nations
- United States
In The Last Decade
Reba N. Page
22 papers receiving 270 citations
Peers
Comparison fields: 5 of 61
- Education 285
- Sociology and Political Science 97
- Developmental and Educational Psychology 57
- Safety Research 42
- Social Psychology 27
Countries citing papers authored by Reba N. Page
This map shows the geographic impact of Reba N. Page'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 Reba N. Page with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Reba N. Page more than expected).
Fields of papers citing papers by Reba N. Page
This network shows the impact of papers produced by Reba N. Page. 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 Reba N. Page. The network helps show where Reba N. Page may publish in the future.
Co-authorship network of co-authors of Reba N. Page
This figure shows the co-authorship network connecting the top 25 collaborators of Reba N. Page. A scholar is included among the top collaborators of Reba N. Page 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 Reba N. Page. Reba N. Page is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 48 | |
| 2 | September 11 and the Importance of Education | 0 |
| 3 | 12 | |
| 4 | 53 | |
| 5 | The Turn Inward in Qualitative Research. | 19 |
| 6 | Future Directions in Qualitative Research. | 12 |
| 7 | 7 | |
| 8 | 1 | |
| 9 | 9 | |
| 10 | 12 | |
| 11 | 10 | |
| 12 | 2 | |
| 13 | 15 | |
| 14 | 4 | |
| 15 | 1 | |
| 16 | Cultures and Curricula: Differences between and within Schools. | 5 |
| 17 | 46 | |
| 18 | 22 | |
| 19 | 13 | |
| 20 | 44 |
About Reba N. Page
Reba N. Page is a scholar working on Education, Linguistics and Language and Developmental and Educational Psychology, having authored 23 papers that have together received 366 indexed citations. Recurring topics across this work include Educator Training and Historical Pedagogy (8 papers), Teacher Education and Leadership Studies (5 papers) and Science Education and Perceptions (2 papers). The work is most often cited by research in Education (285 citations), Linguistics and Language (23 citations) and Safety Research (42 citations). Reba N. Page has collaborated with scholars based in United States. Frequent co-authors include James L. Lewis, Holly Mariah Menzies, Mary Haywood Metz, Robert K. Ream, Begoña Echeverría, Michelle Fine, George Spindler, Shirley Brice Heath, Annie G. Rogers and Magdalene Lampert. Their work appears in journals such as Educational Researcher, Science Education and Harvard Educational Review.
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.