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.
This map shows the geographic impact of S. G. Grant'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 S. G. Grant with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites S. G. Grant more than expected).
This network shows the impact of papers produced by S. G. Grant. 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 S. G. Grant. The network helps show where S. G. Grant may publish in the future.
Co-authorship network of co-authors of S. G. Grant
This figure shows the co-authorship network connecting the top 25 collaborators of S. G. Grant.
A scholar is included among the top collaborators of S. G. Grant 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 S. G. Grant. S. G. Grant 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.
Crowley, Ryan M., et al.. (2021). Making Inquiry Possible: A Film Project on Building a Culture of Inquiry.. Social Education. 85(1). 26–30.1 indexed citations
2.
Swan, Kathy, S. G. Grant, & John Lee. (2020). Blueprinting an Inquiry-Based Curriculum: Planning with the Inquiry Design Model.. Social Education. 84(6). 377–383.5 indexed citations
3.
Swan, Kathy, et al.. (2020). Zooming Inquiry: Online Teaching with the Pomodoro Technique.. Social Education. 84(4). 229–235.3 indexed citations
4.
Swan, Kathy, John Lee, & S. G. Grant. (2018). Questions, Tasks, Sources: Focusing on the Essence of Inquiry.. Social Education. 82(3). 133–137.5 indexed citations
5.
Grant, S. G., Kathy Swan, & John Lee. (2017). Questions That Compel and Support.. Social Education. 81(4). 200–203.3 indexed citations
6.
Swan, Kathy, John Lee, & S. G. Grant. (2015). The New York State Toolkit and the Inquiry Design Model: Anatomy of an Inquiry.. Social Education. 79(6). 316–322.14 indexed citations
7.
Grant, S. G., Kathy Swan, & J. Jack Lee. (2015). Bringing the C3 Framework to Life.. Social Education. 79(6). 310–315.3 indexed citations
8.
Lee, John, Kathy Swan, & S. G. Grant. (2015). By Teachers, for Teachers: The NYS Toolkit and C3 Teachers.. Social Education. 79(6). 325–328.1 indexed citations
9.
Grant, S. G., et al.. (2010). Teaching history with big ideas : cases of ambitious teachers.35 indexed citations
10.
Grant, S. G., et al.. (2009). The Road to Ambitious Teaching: Creating Big Idea Units in History Classes. 2(1). 1–26.16 indexed citations
11.
Grant, S. G.. (2006). Measuring history : cases of state-level testing across the United States.90 indexed citations
12.
Grant, S. G., et al.. (2004). A Question of Authenticity: The Document-Based Question as an Assessment of Students' Knowledge of History.. Journal of curriculum and supervision. 19(4). 309–337.23 indexed citations
13.
Grant, S. G., et al.. (2002). Juggling Two Sets of Books: A Teacher Responds to the New York State Global History Exam.. Journal of curriculum and supervision. 17(3).7 indexed citations
14.
Grant, S. G.. (2000). Teachers and Tests: Exploring Teachers' Perceptions of Changes in the New York State Testing Program. Education Policy Analysis Archives. 8(14).40 indexed citations
15.
Grant, S. G. & Bruce A. VanSledright. (2000). Constructing a Powerful Approach to Teaching and Learning in Elementary Social Studies.7 indexed citations
16.
Grant, S. G.. (1997). Appeasing the Right, Missing the Point? Reading the New York State Social Studies Framework.. Social Education. 61(2).
17.
Grant, S. G.. (1997). A Policy at Odds with Itself: The Tension between Constructivist and Traditional Views in the New York State Social Studies Framework.. Journal of curriculum and supervision. 13(1). 92–113.17 indexed citations
18.
Grant, S. G.. (1995). Nightmares and Possibilities: A Perspective on Standard Setting.. Social Education. 59(7).2 indexed citations
19.
Grant, S. G. & Bruce A. VanSledright. (1992). The First Questions of Social Studies: Initiating a Conversation.. Social Education. 56(3).1 indexed citations
20.
Grant, S. G.. (1991). THE CALIFORNIA HISTORY-SOCIAL SCIENCE FRAMEWORK A STUDY IN THE DE-PROFESSIONALIZATION OF TEACHERS. Journal of curriculum and supervision. 6(3).
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.