Selçuk Doğan

741 total citations
30 papers, 459 citations indexed

About

Selçuk Doğan is a scholar working on Education, Philosophy and Developmental and Educational Psychology. According to data from OpenAlex, Selçuk Doğan has authored 30 papers receiving a total of 459 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 8 papers in Philosophy and 7 papers in Developmental and Educational Psychology. Recurrent topics in Selçuk Doğan's work include Teacher Education and Leadership Studies (10 papers), Education Practices and Challenges (8 papers) and Education and Technology Integration (5 papers). Selçuk Doğan is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Education Practices and Challenges (8 papers) and Education and Technology Integration (5 papers). Selçuk Doğan collaborates with scholars based in United States, Türkiye and Finland. Selçuk Doğan's co-authors include Alyson Adams, Rose Pringle, İsmail Çelik, Hanni Muukkonen, Mete Akcaoğlu, Sertel Altun, Charles B. Hodges, Albert D. Ritzhaupt, Kara Dawson and Gabriel Somarriba and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education and Information Technologies and Teachers and Teaching.

In The Last Decade

Selçuk Doğan

27 papers receiving 415 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Selçuk Doğan United States 10 341 89 59 56 46 30 459
Wouter Schenke Netherlands 9 339 1.0× 124 1.4× 33 0.6× 81 1.4× 41 0.9× 14 422
Trond Eiliv Hauge Norway 12 264 0.8× 83 0.9× 105 1.8× 19 0.3× 50 1.1× 18 352
Virginie März Belgium 13 427 1.3× 80 0.9× 27 0.5× 78 1.4× 107 2.3× 39 523
Janet C. Fairman United States 8 491 1.4× 61 0.7× 36 0.6× 143 2.6× 52 1.1× 23 569
Joakim Caspersen Norway 9 300 0.9× 60 0.7× 29 0.5× 19 0.3× 39 0.8× 40 401
Jon Snyder United States 11 723 2.1× 79 0.9× 44 0.7× 69 1.2× 85 1.8× 45 832
Stephanie Hirsh United States 10 502 1.5× 113 1.3× 29 0.5× 66 1.2× 44 1.0× 36 593
Philippa Cordingley United Kingdom 8 348 1.0× 110 1.2× 23 0.4× 92 1.6× 42 0.9× 12 443
Anje Ros Netherlands 12 431 1.3× 155 1.7× 49 0.8× 56 1.0× 116 2.5× 24 574
Lenore Adie Australia 16 735 2.2× 113 1.3× 56 0.9× 96 1.7× 90 2.0× 57 849

Countries citing papers authored by Selçuk Doğan

Since Specialization
Citations

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

Fields of papers citing papers by Selçuk Doğan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Selçuk Doğan

This figure shows the co-authorship network connecting the top 25 collaborators of Selçuk Doğan. A scholar is included among the top collaborators of Selçuk Doğan 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 Selçuk Doğan. Selçuk Doğan 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.
Doğan, Selçuk, et al.. (2025). How Do Teacher Leaders Interact with Teachers A Qualitative Analysis from a Professional Development Program. lnternational Electronic Journal of Elementary Education.
2.
Doğan, Selçuk, et al.. (2025). Evaluating the Effectiveness of a Professional Development Program: Changes in Teachers to Improve Teaching Quality. International Journal of Educational Reform. 1 indexed citations
3.
Doğan, Selçuk, et al.. (2024). Understanding by Design (UbD) Ünite Planı Değerlendirmeye ve Geri Bildirim Sağlamaya Yönelik Analitik Rubrik Geliştirme Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 25(2). 807–829. 1 indexed citations
4.
Akcaoğlu, Mete, et al.. (2023). What Keeps Teachers Engaged during Professional Development? The Role of Interest Development. Education Sciences. 13(2). 188–188. 4 indexed citations
5.
Doğan, Selçuk, et al.. (2023). Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory. DergiPark (Istanbul University). 40-2(3). 17–32. 1 indexed citations
6.
Valle, Natercia, Pavlo Antonenko, Lorena Endara, et al.. (2021). Community Science, Storytelling, or Inquiry-Based Learning? Evaluating Three Technology-Enhanced Pedagogical Approaches in an Online Botany Course. The American Biology Teacher. 83(8). 513–520. 5 indexed citations
7.
Doğan, Selçuk, et al.. (2021). Salgın Sürecinde ve Sonrasında Öğretmenlerin Mesleki Gelişimi İçin Karma Bir Program Önerisi. SHILAP Revista de lepidopterología. 35(2). 774–792. 1 indexed citations
8.
Doğan, Selçuk. (2021). Teachers' Skills to Integrate Technology in Education: Two Path Models Explaining Instructional and Application Software Use. Proceedings of the 2021 AERA Annual Meeting. 3 indexed citations
9.
Doğan, Selçuk, et al.. (2020). Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Education and Information Technologies. 26(1). 1311–1332. 49 indexed citations
10.
Doğan, Selçuk & Alyson Adams. (2020). Augmenting the effect of professional development on effective instruction through professional communities. Teachers and Teaching. 26(3-4). 326–349. 11 indexed citations
11.
Doğan, Selçuk, et al.. (2019). Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students. Pegem Journal of Education and Instruction. 9(3). 849–876. 13 indexed citations
12.
Doğan, Selçuk & Alyson Adams. (2018). Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement. 29(4). 634–659. 98 indexed citations
13.
Doğan, Selçuk, et al.. (2018). Okul Öncesi Öğretimde UbD Uygulamaları: Öğretmen ve Öğrenci Perspektifinden Yansımalar. Hacettepe University Journal of Education. 1–16. 4 indexed citations
14.
Doğan, Selçuk, et al.. (2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. 45(2). 231–249. 14 indexed citations
15.
Ritzhaupt, Albert D., et al.. (2017). Validity and Appropriate Uses of the Revised Technology Uses and Perceptions Survey (TUPS). Journal of Research on Technology in Education. 49(1-2). 73–87. 1 indexed citations
16.
Doğan, Selçuk, et al.. (2017). Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context. Educational Sciences Theory & Practice. 15 indexed citations
17.
Doğan, Selçuk, et al.. (2015). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review. Professional Development in Education. 42(4). 569–588. 117 indexed citations
18.
Doğan, Selçuk, et al.. (2011). ÖZEL DERSHANE MATEMATİK ÖĞRETMENLERİNİN ÖZEL DERSHANELERİ DEĞERLENDİRMELERİ. e-International Journal of Educational Research. 2(3). 68–86. 2 indexed citations
19.
Doğan, Selçuk, et al.. (2011). Evaluations of Cram School Mathematics Teachers on Cram Schools. e-International Journal of Educational Research. 2(3). 68–86. 1 indexed citations
20.
Doğan, Selçuk, et al.. (2010). Investigating high school teachers’ views on cram schools. DSpace-Sinop (Sinop University). 7(2). 135–157. 4 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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