Samantha Caughlan

455 total citations
23 papers, 269 citations indexed

About

Samantha Caughlan is a scholar working on Education, Literature and Literary Theory and Language and Linguistics. According to data from OpenAlex, Samantha Caughlan has authored 23 papers receiving a total of 269 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 12 papers in Literature and Literary Theory and 5 papers in Language and Linguistics. Recurrent topics in Samantha Caughlan's work include Literacy, Media, and Education (9 papers), Teacher Education and Leadership Studies (8 papers) and Education and Technology Integration (8 papers). Samantha Caughlan is often cited by papers focused on Literacy, Media, and Education (9 papers), Teacher Education and Leadership Studies (8 papers) and Education and Technology Integration (8 papers). Samantha Caughlan collaborates with scholars based in United States and Singapore. Samantha Caughlan's co-authors include Sean Kelly, Mary M. Juzwik, Jodene Goldenring Fine, Heidi L. Hallman, Richard Beach, Nell K. Duke, Michael B. Frisby, Ellen Cushman, Yuan Zhang and Jennifer VanDerHeide and has published in prestigious journals such as Educational Researcher, Teachers College Record The Voice of Scholarship in Education and Journal of Teacher Education.

In The Last Decade

Samantha Caughlan

21 papers receiving 218 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Samantha Caughlan United States 11 207 72 57 57 44 23 269
Fenice B. Boyd United States 9 157 0.8× 92 1.3× 97 1.7× 71 1.2× 23 0.5× 26 279
Rafael Heller United States 5 160 0.8× 69 1.0× 59 1.0× 106 1.9× 17 0.4× 33 252
Anne Cloonan Australia 8 139 0.7× 52 0.7× 85 1.5× 19 0.3× 22 0.5× 30 207
Ros Fisher United Kingdom 10 191 0.9× 40 0.6× 55 1.0× 101 1.8× 58 1.3× 27 260
Jan Turbill Australia 12 259 1.3× 32 0.4× 93 1.6× 114 2.0× 48 1.1× 34 335
Laura Beth Kelly United States 9 176 0.9× 81 1.1× 85 1.5× 70 1.2× 38 0.9× 40 277
James A. Rycik United States 5 173 0.8× 34 0.5× 98 1.7× 140 2.5× 18 0.4× 11 263
Per‐Olof Erixon Sweden 7 135 0.7× 42 0.6× 72 1.3× 32 0.6× 12 0.3× 48 199
Lara J. Handsfield United States 12 177 0.9× 78 1.1× 141 2.5× 60 1.1× 70 1.6× 27 298
Nancy P. Gallavan United States 9 217 1.0× 94 1.3× 29 0.5× 39 0.7× 19 0.4× 40 283

Countries citing papers authored by Samantha Caughlan

Since Specialization
Citations

This map shows the geographic impact of Samantha Caughlan'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 Samantha Caughlan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Samantha Caughlan more than expected).

Fields of papers citing papers by Samantha Caughlan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Samantha Caughlan. 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 Samantha Caughlan. The network helps show where Samantha Caughlan may publish in the future.

Co-authorship network of co-authors of Samantha Caughlan

This figure shows the co-authorship network connecting the top 25 collaborators of Samantha Caughlan. A scholar is included among the top collaborators of Samantha Caughlan 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 Samantha Caughlan. Samantha Caughlan 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.
Caughlan, Samantha, et al.. (2019). Navigating Teacher Education in Complex and Uncertain Times. Bloomsbury Academic eBooks. 1 indexed citations
2.
Caughlan, Samantha, et al.. (2018). English and Language Arts Teachers' Perspectives on Schooling: Initial Exposure to a Teacher Education Curriculum.. Teacher education quarterly (Claremont, Calif.). 45(1). 57–85. 2 indexed citations
3.
VanDerHeide, Jennifer, et al.. (2018). Tensions in learning to teach English. English Teaching Practice & Critique. 17(1). 44–56. 2 indexed citations
4.
Caughlan, Samantha, et al.. (2017). How English Language Arts Teachers Are Prepared for Twenty-First-Century Classrooms: Results of a National Study. English Education. 49(3). 265–297. 12 indexed citations
5.
Hallman, Heidi L., et al.. (2016). Learning/teaching technology in English Teacher Education: Findings from a national study.. Contemporary issues in technology and teacher education. 16(4). 373–387. 8 indexed citations
6.
Caughlan, Samantha, et al.. (2014). Teaching English language arts methods in the United States: a review of the research. Review of Education. 2(2). 146–185. 11 indexed citations
7.
Caughlan, Samantha, et al.. (2014). Observation and Teacher Quality. Journal of Teacher Education. 65(5). 375–388. 37 indexed citations
8.
Caughlan, Samantha & Ellen Cushman. (2013). Teaching Preservice Teachers to Teach Diverse Learners: A Pilot Study. Language arts journal of Michigan. 28(2). 3 indexed citations
9.
Caughlan, Samantha, et al.. (2013). English Teacher Candidates Developing Dialogically Organized Instructional Practices. Research in the Teaching of English. 47(3). 212–246. 49 indexed citations
10.
Duke, Nell K., et al.. (2012). Teaching Genre with Purpose.. Educational leadership. 69(6). 34–39. 11 indexed citations
11.
Juzwik, Mary M., et al.. (2012). Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy. Teachers College Record The Voice of Scholarship in Education. 114(3). 1–42. 25 indexed citations
12.
Kelly, Sean & Samantha Caughlan. (2011). The Hollywood teachers' perspective on authority. Pedagogies An International Journal. 6(1). 46–65. 4 indexed citations
13.
Caughlan, Samantha, et al.. (2010). Video-Based Response & Revision: Dialogic Instruction Using Video and Web 2.0 Technologies.. Digital Commons - University of South Florida (University of South Florida). 10(2). 175–196. 14 indexed citations
14.
Caughlan, Samantha. (2008). Advocating for the Arts in an Age of Multiliteracies.. Language Arts. 86(2). 120–126. 8 indexed citations
15.
Caughlan, Samantha, et al.. (2008). From Research to Practice: Recontextualizing the CLASS Program across Boundaries. English Education. 41(1). 66–86. 1 indexed citations
16.
Caughlan, Samantha. (2008). Focus on Policy: Advocating for the Arts in an Age of Multiliteracies. Language Arts. 86(2). 120–126. 2 indexed citations
17.
Caughlan, Samantha & Richard Beach. (2007). Fissures in standards formulation: The role of neoconservative and neoliberal discourses in justifying standards development in Wisconsin and Minnesota.. Education Policy Analysis Archives. 15. 18–18. 8 indexed citations
18.
Caughlan, Samantha. (2005). Considering Pastoral Power: A Commentary on Aaron Schutz's “Rethinking Domination and Resistance: Challenging Postmodernism”. Educational Researcher. 34(2). 14–16. 13 indexed citations
19.
Caughlan, Samantha, et al.. (2004). Closing the Gap between Concept and Practice: Toward More Dialogic Discussion in the Language Arts Classroom.. Journal of Adolescent & Adult Literacy. 47(4). 312–322. 23 indexed citations
20.
Caughlan, Samantha & Sean Kelly. (2004). Bridging Methodological Gaps: Instructional and Institutional Effects of Tracking in Two English Classes. Research in the Teaching of English. 39(1). 20–62. 24 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Fenice B. Boyd Breakdown of academic impact, for papers by Rafael Heller Breakdown of academic impact, for papers by Anne Cloonan Breakdown of academic impact, for papers by Ros Fisher Breakdown of academic impact, for papers by Jan Turbill Breakdown of academic impact, for papers by Laura Beth Kelly Breakdown of academic impact, for papers by James A. Rycik Breakdown of academic impact, for papers by Per‐Olof Erixon Breakdown of academic impact, for papers by Lara J. Handsfield Breakdown of academic impact, for papers by Nancy P. Gallavan
Rankless by CCL
2026