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.
The COMPASS study: a longitudinal hierarchical research platform for evaluating natural experiments related to changes in school-level programs, policies and built environment resources
2014236 citationsScott T. Leatherdale, Karen Brown et al.BMC Public Healthprofile →
Author Peers
Peers are selected by citation overlap in the author's most active subfields.
citations ·
hero ref
Countries citing papers authored by Ruth A. Childs
Since
Specialization
Citations
This map shows the geographic impact of Ruth A. Childs'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 Ruth A. Childs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ruth A. Childs more than expected).
This network shows the impact of papers produced by Ruth A. Childs. 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 Ruth A. Childs. The network helps show where Ruth A. Childs may publish in the future.
Co-authorship network of co-authors of Ruth A. Childs
This figure shows the co-authorship network connecting the top 25 collaborators of Ruth A. Childs.
A scholar is included among the top collaborators of Ruth A. Childs 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 Ruth A. Childs. Ruth A. Childs is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Childs, Ruth A., et al.. (2019). "What if I don’t know the answer?": Fifth-grade Students’ Responses to Uncertainty in Test-Taking. Canadian Journal of Education / Revue canadienne de l éducation. 42(4). 905–930.1 indexed citations
3.
Childs, Ruth A., et al.. (2018). Collaboration Between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment. Canadian Journal of Education / Revue canadienne de l éducation. 41(2). 584–600.6 indexed citations
Leatherdale, Scott T., Karen Brown, Valerie Carson, et al.. (2014). The COMPASS study: a longitudinal hierarchical research platform for evaluating natural experiments related to changes in school-level programs, policies and built environment resources. BMC Public Health. 14(1). 331–331.236 indexed citations breakdown →
Wang, Xiaoyan, et al.. (2011). A ROLE FOR RESEARCH IN INITIAL TEACHER EDUCATION ADMISSIONS: A CASE STUDY FROM ONE CANADIAN UNIVERSITY. Canadian Journal of Educational Administration and Policy.14 indexed citations
Childs, Ruth A., et al.. (2009). When the Teacher Is the Test Proctor. Canadian Journal of Education / Revue canadienne de l éducation. 32(3). 618–651.7 indexed citations
12.
Childs, Ruth A.. (2009). “THE FIRST YEAR, THEY CRIED”: HOW TEACHERS ADDRESS TEST STRESS. Canadian Journal of Educational Administration and Policy.5 indexed citations
13.
Childs, Ruth A., et al.. (2008). Does Ontario Have an Achievement Gap? The Challenge of Comparing the Performance of Students in French- and English-Language Schools on National and International Assessments. Canadian Journal of Educational Administration and Policy.3 indexed citations
14.
Casey, Catherine & Ruth A. Childs. (2007). Teacher Education Program Admission Criteria and What Beginning Teachers Need to know to be Successful Teachers. Canadian Journal of Educational Administration and Policy.45 indexed citations
15.
Childs, Ruth A., et al.. (2005). What Parents Know and Believe About Large-Scale Assessments. Canadian Journal of Educational Administration and Policy.2 indexed citations
16.
Childs, Ruth A., et al.. (2004). Telling Teachers about Tests: Education Departments' Uses of the Internet to Communicate about Large-Scale Assessments. 8(8).1 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.