Ruth A. Childs
About
In The Last Decade
Ruth A. Childs
56 papers receiving 669 citations
Hit Papers
Peers
Comparison fields: 5 of 94
- Education 256
- Public Health, Environmental and Occupational Health 165
- Clinical Psychology 117
- Physiology 105
- Developmental and Educational Psychology 86
Countries citing papers authored by Ruth A. Childs
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).
Fields of papers citing papers by Ruth A. Childs
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.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 3 | |
| 2 | "What if I don’t know the answer?": Fifth-grade Students’ Responses to Uncertainty in Test-Taking | 1 |
| 3 | Collaboration Between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment | 6 |
| 4 | 0 | |
| 5 | 7 | |
| 6 | 3 | |
| 7 | 9 | |
| 8 | The COMPASS study: a longitudinal hierarchical research platform for evaluating natural experiments related to changes in school-level programs, policies and built environment resources breakdown → | 236 |
| 9 | 5 | |
| 10 | A ROLE FOR RESEARCH IN INITIAL TEACHER EDUCATION ADMISSIONS: A CASE STUDY FROM ONE CANADIAN UNIVERSITY | 14 |
| 11 | When the Teacher Is the Test Proctor | 7 |
| 12 | “THE FIRST YEAR, THEY CRIED”: HOW TEACHERS ADDRESS TEST STRESS | 5 |
| 13 | 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 | 3 |
| 14 | Teacher Education Program Admission Criteria and What Beginning Teachers Need to know to be Successful Teachers | 45 |
| 15 | What Parents Know and Believe About Large-Scale Assessments | 2 |
| 16 | Telling Teachers about Tests: Education Departments' Uses of the Internet to Communicate about Large-Scale Assessments | 1 |
| 17 | 2 | |
| 18 | 31 | |
| 19 | 4 | |
| 20 | Legal Issues in Testing. | 4 |
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.