Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Teachers' Perceptions and Expectations and the Black-White Test Score Gap
Countries citing papers authored by Ronald F. Ferguson
Since
Specialization
Citations
This map shows the geographic impact of Ronald F. Ferguson'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 Ronald F. Ferguson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ronald F. Ferguson more than expected).
Fields of papers citing papers by Ronald F. Ferguson
This network shows the impact of papers produced by Ronald F. Ferguson. 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 Ronald F. Ferguson. The network helps show where Ronald F. Ferguson may publish in the future.
Co-authorship network of co-authors of Ronald F. Ferguson
This figure shows the co-authorship network connecting the top 25 collaborators of Ronald F. Ferguson.
A scholar is included among the top collaborators of Ronald F. Ferguson 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 Ronald F. Ferguson. Ronald F. Ferguson 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.
Ferguson, Ronald F., et al.. (2024). Creating Pathways for Prosperity. Digital Access to Scholarship at Harvard (DASH) (Harvard University).3 indexed citations
Ferguson, Ronald F.. (2012). Can Student Surveys Measure Teaching Quality? the Results Are In: Surveys of K-12 Students Covering a Range of Classroom Characteristics Linked to Teacher Quality Can Successfully Predict Student Achievement. Phi Delta Kappan. 94(3). 24.1 indexed citations
8.
Schwartz, Robert, et al.. (2011). Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Digital Access to Scholarship at Harvard (DASH) (Harvard University).194 indexed citations
Ferguson, Ronald F., et al.. (2007). The opportunity gap : achievement and inequality in education.17 indexed citations
11.
Ferguson, Ronald F.. (2007). Become More Sophisticated about Diversity.. The Journal of staff development. 28(3). 33–34.
12.
Ferguson, Ronald F.. (2006). Five Challenges to Effective Teacher Professional Development: School Leaders Can Improve Instruction by Addressing These Issues.. The Journal of staff development. 27(4). 48–52.2 indexed citations
Ferguson, Ronald F. & Christopher Wimer. (2004). Helpful Teachers, High Standards and Racial Differences in Academic Persistence Across Elementary School Classrooms. 3(2). 158–68.
Ferguson, Ronald F.. (2002). What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools..56 indexed citations
Ferguson, Ronald F.. (1998). Can schools narrow the Black–White test score gap?.146 indexed citations
19.
Ferguson, Ronald F. & Jason Snipes. (1994). Outcomes of Mentoring: Healthy Identities for Youth.. 3(2). 19–22.8 indexed citations
20.
Ferguson, Ronald F.. (1990). The Case for Community Based Programs that Inform and Motivate Black Male Youth..10 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.