Sandra Murphy

925 total citations
31 papers, 506 citations indexed

About

Sandra Murphy is a scholar working on Education, Language and Linguistics and Clinical Psychology. According to data from OpenAlex, Sandra Murphy has authored 31 papers receiving a total of 506 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 4 papers in Language and Linguistics and 3 papers in Clinical Psychology. Recurrent topics in Sandra Murphy's work include Reflective Practices in Education (10 papers), Student Assessment and Feedback (10 papers) and Teacher Education and Leadership Studies (4 papers). Sandra Murphy is often cited by papers focused on Reflective Practices in Education (10 papers), Student Assessment and Feedback (10 papers) and Teacher Education and Leadership Studies (4 papers). Sandra Murphy collaborates with scholars based in United States, Australia and Canada. Sandra Murphy's co-authors include Mary Ann Smith, Kathleen Blake Yancey, Paul Kei Matsuda, Charles Bazerman, Deborah Brandt, Mary J. Schleppegrell, Virginia W. Berninger, Steve Graham, Arthur N. Applebee and Deborah Wells Rowe and has published in prestigious journals such as Reading Research Quarterly, Journal of Clinical Nursing and Professional Psychology Research and Practice.

In The Last Decade

Sandra Murphy

27 papers receiving 379 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sandra Murphy United States	12	344	140	135	117	34	31	506
E. Caroline Wylie United States	11	313 0.9×	42 0.3×	88 0.7×	45 0.4×	14 0.4×	38	459
Eleanor Hawe New Zealand	13	407 1.2×	50 0.4×	104 0.8×	59 0.5×	23 0.7×	31	486
Edd Pitt United Kingdom	11	404 1.2×	41 0.3×	87 0.6×	34 0.3×	20 0.6×	22	505
Sarah W. Beck United States	13	225 0.7×	150 1.1×	127 0.9×	92 0.8×	42 1.2×	34	399
Ali Reza Rezaei United States	9	198 0.6×	39 0.3×	84 0.6×	46 0.4×	33 1.0×	13	327
Barohny Eun United States	8	220 0.6×	30 0.2×	108 0.8×	44 0.4×	28 0.8×	15	318
David Hayes Canada	13	246 0.7×	211 1.5×	53 0.4×	241 2.1×	30 0.9×	33	514
Lindsay Brooks Canada	10	136 0.4×	392 2.8×	266 2.0×	519 4.4×	19 0.6×	12	682
F. Leon Paulson United States	6	386 1.1×	41 0.3×	81 0.6×	47 0.4×	19 0.6×	14	476
Zhang Hong China	9	156 0.5×	33 0.2×	39 0.3×	44 0.4×	17 0.5×	35	291

Countries citing papers authored by Sandra Murphy

Since Specialization

Citations

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

Fields of papers citing papers by Sandra Murphy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra Murphy

This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Murphy. A scholar is included among the top collaborators of Sandra Murphy 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 Sandra Murphy. Sandra Murphy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Fry, Margaret, et al.. (2023). Barriers and enablers for safe medication administration in adult and neonatal intensive care units mapped to the behaviour change wheel. Nursing in Critical Care. 28(6). 1184–1195.

Fry, Margaret, Rosalind Elliott, Sandra Murphy, & Kate Curtis. (2021). The role and contribution of family carers accompanying community‐living older people with cognitive impairment to the emergency department: An interview study. Journal of Clinical Nursing. 31(7-8). 975–984. 6 indexed citations

Fry, Margaret, et al.. (2021). Family members' perceptions of older person discharge from emergency departments. International Journal of Older People Nursing. 16(3). e12365–e12365. 1 indexed citations

Bazerman, Charles, Arthur N. Applebee, Virginia W. Berninger, et al.. (2017). Taking the long view on writing development. Research in the Teaching of English. 51(3). 351–360. 54 indexed citations

Wixson, Karen K., Sheila W. Valencia, Sandra Murphy, & Gary W. Phillips. (2013). A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts.. 1 indexed citations

Murphy, Sandra & Mary Ann Smith. (2013). Assessment Challenges in the Common Core Era. The English Journal. 103(1). 104–110.

Atack, Lynda, et al.. (2012). Internationally Educated Nurses’ Experiences With an Integrated Bridge Program. The Journal of Continuing Education in Nursing. 43(8). 370–378. 19 indexed citations

Murphy, Sandra. (2007). Culture and Consequences: The Canaries in the Coal Mine.. Research in the Teaching of English. 42(2). 228–244. 5 indexed citations

O’Neill, Peggy, Sandra Murphy, Brian Huot, & Michael P. Williamson. (2005). What Teachers Say About Different Kinds of Mandated State Writing Tests. eScholarship (California Digital Library). 2(2). 3 indexed citations

10.

Murphy, Sandra. (2003). That Was Then, This is Now: The Impact of Changing Assessment Policies on Teachers and the Teaching of Writing in California. eScholarship (California Digital Library). 10 indexed citations

11.

Murphy, Sandra, et al.. (2000). Portfolio Practices: Lessons from Schools, Districts and States. 7 indexed citations

12.

Murphy, Sandra, et al.. (1997). The Impact of Large-Scale Portfolio Assessment Programs on Classroom Practice: Case Studies of the New Standards Field-Trial Portfolio. Educational Assessment. 4(4). 297–333. 14 indexed citations

13.

Murphy, Sandra. (1997). Who Should Taste the Soup and When? Designing Portfolio Assessment Programs to Enhance Learning. The Clearing House A Journal of Educational Strategies Issues and Ideas. 71(2). 81–84. 9 indexed citations

14.

Murphy, Sandra. (1994). Portfolios and curriculum reform: Patterns in practice. Assessing Writing. 1(2). 175–206. 29 indexed citations

15.

Smith, Mary Ann & Sandra Murphy. (1992). Could You Please Come and Do Portfolio Assessment for Us. 14(1). 14–17. 2 indexed citations

16.

Murphy, Sandra & Mary Ann Smith. (1990). Talking about Portfolios.. 12(2). 18 indexed citations

17.

Murphy, Sandra, et al.. (1988). Designing Writing Tasks for the Assessment of Writing. Medical Entomology and Zoology. 117 indexed citations

18.

Murphy, Sandra, et al.. (1986). The Support Network: Crisis intervention for extrafamilial child sexual abuse.. Professional Psychology Research and Practice. 17(2). 138–146. 7 indexed citations

19.

Murphy, Sandra, et al.. (1984). Designing Topics for Writing Assessment: Problems of Meaning. College Composition and Communication. 35(4). 410–422. 1 indexed citations

20.

Murphy, Sandra, et al.. (1984). Designing Topics for Writing Assessment: Problems of Meaning. College Composition and Communication. 35(4). 410–410. 21 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.

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