Roger Farr
About
In The Last Decade
Roger Farr
33 papers receiving 298 citations
Peers
Comparison fields: 5 of 67
- Education 252
- Developmental and Educational Psychology 226
- Artificial Intelligence 45
- Language and Linguistics 40
- Statistics and Probability 36
Countries citing papers authored by Roger Farr
This map shows the geographic impact of Roger Farr'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 Roger Farr with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Roger Farr more than expected).
Fields of papers citing papers by Roger Farr
This network shows the impact of papers produced by Roger Farr. 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 Roger Farr. The network helps show where Roger Farr may publish in the future.
Co-authorship network of co-authors of Roger Farr
This figure shows the co-authorship network connecting the top 25 collaborators of Roger Farr. A scholar is included among the top collaborators of Roger Farr 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 Roger Farr. Roger Farr is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Purposeful Reading at the Middle Level. | 2 |
| 2 | Portfolio and Performance: Assessment Helping Students Evaluate Their Progress As Readers and Writers | 45 |
| 3 | Feast your eyes | 2 |
| 4 | Improving Reading Assessments: Understanding the Social and Political Agenda for Testing. | 1 |
| 5 | Putting It All Together: Solving the Reading Assessment Puzzle (Distinguished Educator Series). | 11 |
| 6 | Writing in Response to Reading. | 1 |
| 7 | 3 | |
| 8 | Selecting Basal Readers: A Comparison of School Districts in Adoption and Nonadoption States. | 19 |
| 9 | New Trends in Reading Assessment: Better Tests, Better Uses. | 1 |
| 10 | The Purpose of State Level Textbook Adoption: What Does the Legislation Reveal?. | 11 |
| 11 | Do Adoption Committees Perpetuate Mediocre Textbooks | 10 |
| 12 | Scholastic Aptitude Test performance and reading ability | 3 |
| 13 | Is Minimum Competency Testing the Appropriate Solution to the SAT Decline | 1 |
| 14 | Let's Build on the Strengths of Our Comprehensive Public School System: A Recommendation to Educational Policy Makers. | 0 |
| 15 | Is Johnny's/Mary's Reading Getting Worse?. | 2 |
| 16 | Reading Assessment: A Look at Problems and Issues | 1 |
| 17 | Measurement Gaps In Teacher Education. | 9 |
| 18 | Reading tests for the secondary grades : a review and evaluation | 1 |
| 19 | 4 | |
| 20 | Evaluation and Decision Making. | 23 |
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.