Scott L. Hunsaker

603 total citations
35 papers, 429 citations indexed

About

Scott L. Hunsaker is a scholar working on Education, Experimental and Cognitive Psychology and Safety Research. According to data from OpenAlex, Scott L. Hunsaker has authored 35 papers receiving a total of 429 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 17 papers in Experimental and Cognitive Psychology and 5 papers in Safety Research. Recurrent topics in Scott L. Hunsaker's work include Education, Achievement, and Giftedness (12 papers), Education and Islamic Studies (7 papers) and Teacher Education and Leadership Studies (6 papers). Scott L. Hunsaker is often cited by papers focused on Education, Achievement, and Giftedness (12 papers), Education and Islamic Studies (7 papers) and Teacher Education and Leadership Studies (6 papers). Scott L. Hunsaker collaborates with scholars based in United States and Slovakia. Scott L. Hunsaker's co-authors include Carolyn M. Callahan, Mary M. Frasier, Carol Ann Tomlinson, Lori C. Bland, Cheryll M. Adams, Ellen M. Tomchin, Marcia B. Imbeau, Tonya R. Moon, Daniel Martı́n and Bonnie Cramond and has published in prestigious journals such as Circulation, Exceptional Children and The Journal of Creative Behavior.

In The Last Decade

Scott L. Hunsaker

31 papers receiving 334 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Scott L. Hunsaker United States	13	266	238	83	70	54	35	429
Karen L. Westberg United States	10	304 1.1×	301 1.3×	77 0.9×	75 1.1×	45 0.8×	23	501
Susan K. Johnsen United States	12	246 0.9×	288 1.2×	92 1.1×	80 1.1×	30 0.6×	94	482
Jeanne H. Purcell United States	10	179 0.7×	235 1.0×	36 0.4×	52 0.7×	22 0.4×	20	332
Linda D. Avery United States	8	174 0.7×	244 1.0×	43 0.5×	64 0.9×	17 0.3×	16	330
Alane Jordan Starko United States	8	126 0.5×	288 1.2×	39 0.5×	54 0.8×	18 0.3×	14	384
James H. Borland United States	13	353 1.3×	296 1.2×	88 1.1×	70 1.0×	41 0.8×	25	550
Joyce Van Tassel‐Baska United States	9	170 0.6×	227 1.0×	54 0.7×	67 1.0×	14 0.3×	21	321
Mary G. Rizza United States	13	154 0.6×	265 1.1×	90 1.1×	72 1.0×	28 0.5×	23	405
Hope E. Wilson United States	10	146 0.5×	172 0.7×	69 0.8×	42 0.6×	19 0.4×	25	296
Mary M. Frasier United States	11	234 0.9×	222 0.9×	56 0.7×	55 0.8×	16 0.3×	23	345

Countries citing papers authored by Scott L. Hunsaker

Since Specialization

Citations

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

Fields of papers citing papers by Scott L. Hunsaker

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Scott L. Hunsaker. 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 Scott L. Hunsaker. The network helps show where Scott L. Hunsaker may publish in the future.

Co-authorship network of co-authors of Scott L. Hunsaker

This figure shows the co-authorship network connecting the top 25 collaborators of Scott L. Hunsaker. A scholar is included among the top collaborators of Scott L. Hunsaker 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 Scott L. Hunsaker. Scott L. Hunsaker 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

Hunsaker, Scott L.. (2023). Identification. 3 indexed citations

Hunsaker, Scott L.. (2012). Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services. Ophthalmic surgery, lasers & imaging retina. 46(10). 1035–40. 26 indexed citations

Hunsaker, Scott L.. (2005). Outcomes of Creativity Training Programs. Gifted Child Quarterly. 49(4). 292–299. 26 indexed citations

Hunsaker, Scott L. & Mary M. Frasier. (1999). Perspectives in Studying Creativity and Cultural Diversity. Digital Commons - USU (Utah State University). 203–214. 4 indexed citations

Hunsaker, Scott L., et al.. (1999). Qualitative Research Methods for Studying Creativity. Digital Commons - USU (Utah State University). 239–261. 6 indexed citations

Hunsaker, Scott L., et al.. (1998). Parents' Participation in Children's Talent Development. Digital Commons - USU (Utah State University). 23–25.

Hunsaker, Scott L., et al.. (1997). An Analysis of Teacher Nominations and Student Performance in Gifted Programs. Gifted Child Quarterly. 41(2). 19–24. 51 indexed citations

Callahan, Carolyn M., Carol Ann Tomlinson, Scott L. Hunsaker, Lori C. Bland, & Tonya R. Moon. (1995). Instruments and Evaluation Designs Used in Gifted Programs. Circulation. 91(6). 1799–806. 11 indexed citations

Hunsaker, Scott L.. (1995). The Gifted Metaphor from the Perspective of Traditional Civilizations. journal for the education of the gifted. 18(3). 255–268. 7 indexed citations

10.

Hunsaker, Scott L., et al.. (1995). Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming. Digital Commons - USU (Utah State University). 6 indexed citations

11.

Frasier, Mary M., et al.. (1995). An Exploratory Study of the Effectiveness of the Staff Development Model and the Research-Based Assessment Plan in Improving the Identification of Gifted Economically Disadvantaged Students. Digital Commons - USU (Utah State University). 10 indexed citations

12.

Callahan, Carolyn M., et al.. (1995). Instruments Used in the Identification of Gifted and Talented Students. Digital Commons - USU (Utah State University). 18 indexed citations

13.

Hunsaker, Scott L., et al.. (1995). Performance of Economically Disadvantaged Students Placed in Gifted Programs through the Research-Based Assessment Plan. Digital Commons - USU (Utah State University). 5 indexed citations

14.

Hunsaker, Scott L.. (1994). Adjustments to Traditional Procedures for Identifying Underserved Students: Successes and Failures. Exceptional Children. 61(1). 72–76. 22 indexed citations

15.

Tomlinson, Carol Ann, Ellen M. Tomchin, Carolyn M. Callahan, et al.. (1994). Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners. Gifted Child Quarterly. 38(3). 106–114. 30 indexed citations

16.

Hunsaker, Scott L.. (1993). Review of Learning Styles Inventory. Journal of Behavioral Education. 3. 465–468. 4 indexed citations

17.

Hunsaker, Scott L. & Carolyn M. Callahan. (1993). Evaluation of Gifted Programs: Current Practices. journal for the education of the gifted. 16(2). 190–200. 21 indexed citations

18.

Callahan, Carolyn M. & Scott L. Hunsaker. (1992). To Accelerate or not to Accelerate: Evaluation Gives the Answer. Gifted Child Today Magazine. 15(2). 50–56. 2 indexed citations

19.

Hunsaker, Scott L.. (1992). Toward on Ethnographic Perspective on Creativity Research. The Journal of Creative Behavior. 26(4). 235–241. 5 indexed citations

20.

Hunsaker, Scott L.. (1991). Instrument Use in the Identification of Gifted and Talented Children.. 6 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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