Sarah Brooks

616 total citations
11 papers, 311 citations indexed

About

Sarah Brooks is a scholar working on Education, Sociology and Political Science and Hardware and Architecture. According to data from OpenAlex, Sarah Brooks has authored 11 papers receiving a total of 311 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 7 papers in Sociology and Political Science and 1 paper in Hardware and Architecture. Recurrent topics in Sarah Brooks's work include Educator Training and Historical Pedagogy (7 papers), Global Education and Multiculturalism (5 papers) and Religious Education and Schools (3 papers). Sarah Brooks is often cited by papers focused on Educator Training and Historical Pedagogy (7 papers), Global Education and Multiculturalism (5 papers) and Religious Education and Schools (3 papers). Sarah Brooks collaborates with scholars based in United States. Sarah Brooks's co-authors include Jason L. Endacott and has published in prestigious journals such as Educational and Psychological Measurement, Journal for Research in Mathematics Education and Theory & Research in Social Education.

In The Last Decade

Sarah Brooks

9 papers receiving 276 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sarah Brooks United States	5	257	203	56	21	16	11	311
Arthur Chapman United Kingdom	10	304 1.2×	221 1.1×	31 0.6×	16 0.8×	25 1.6×	38	382
Geerte M. Savenije Netherlands	9	169 0.7×	137 0.7×	30 0.5×	40 1.9×	37 2.3×	17	262
Amelia M. Kraehe United States	11	161 0.6×	160 0.8×	14 0.3×	22 1.0×	12 0.8×	36	355
Bettina Kümmerling‐Meibauer Germany	9	57 0.2×	102 0.5×	50 0.9×	17 0.8×	5 0.3×	39	276
Richard A. Diem United States	8	107 0.4×	170 0.8×	39 0.7×	5 0.2×	13 0.8×	41	245
Jeff Passe United States	9	225 0.9×	246 1.2×	57 1.0×	4 0.2×	10 0.6×	30	300
Denis Shemilt United Kingdom	8	250 1.0×	218 1.1×	32 0.6×	2 0.1×	8 0.5×	10	312
Vea Vecchi	5	78 0.3×	171 0.8×	23 0.4×	9 0.4×	4 0.3×	6	258
Daisy Martin United States	6	229 0.9×	170 0.8×	75 1.3×	2 0.1×	5 0.3×	8	302
Benjamin Jörissen Germany	8	125 0.5×	52 0.3×	6 0.1×	8 0.4×	6 0.4×	24	192

Countries citing papers authored by Sarah Brooks

Since Specialization

Citations

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

Fields of papers citing papers by Sarah Brooks

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sarah Brooks

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

All Works

Sort: Min cites: Since: Top N: Style:

11 of 11 papers shown

1.

Brooks, Sarah. (2019). Teaching High School Students About Islam in a National Context of Islamophobia. The High School journal. 102(2). 100–117. 4 indexed citations

2.

Brooks, Sarah. (2019). Secondary teacher candidates’ experiences teaching about religion within a history curriculum. Social Studies Research and Practice. 14(2). 180–191. 2 indexed citations

3.

Brooks, Sarah. (2014). Connecting the Past to the Present in the Middle-Level Classroom: A Comparative Case Study. Theory & Research in Social Education. 42(1). 65–95. 10 indexed citations

4.

Endacott, Jason L. & Sarah Brooks. (2013). An Updated Theoretical and Practical Model for Promoting Historical Empathy. Social Studies Research and Practice. 8(1). 41–58. 168 indexed citations

5.

Brooks, Sarah. (2011). Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom. Theory & Research in Social Education. 39(2). 166–202. 76 indexed citations

6.

Brooks, Sarah. (2009). Historical Empathy in the Social Studies Classroom. The Journal of Social Studies Research. 33(2). 1 indexed citations

7.

Brooks, Sarah. (2009). Historical Empathy in the Social Studies Classroom: A Review of the Literature. The Journal of Social Studies Research. 33(2). 213–234. 46 indexed citations

8.

Brooks, Sarah. (1981). Structure Charts and Basic Programming.. 15(2). 5684–97. 1 indexed citations

9.

Brooks, Sarah. (1980). Computer Solution of Alphametics. 11(2). 110.

10.

Brooks, Sarah, et al.. (1979). Student Placement—a Comparison of Traditional and Computerized Branching Test Administrations. Journal for Research in Mathematics Education. 10(3). 213–216. 2 indexed citations

11.

Brooks, Sarah, et al.. (1978). Predictive Ability of a Branching Test. Educational and Psychological Measurement. 38(2). 415–419. 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.

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