Shannon M. Daniel

757 total citations
26 papers, 498 citations indexed

About

Shannon M. Daniel is a scholar working on Education, Linguistics and Language and Language and Linguistics. According to data from OpenAlex, Shannon M. Daniel has authored 26 papers receiving a total of 498 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 13 papers in Linguistics and Language and 12 papers in Language and Linguistics. Recurrent topics in Shannon M. Daniel's work include Multilingual Education and Policy (13 papers), EFL/ESL Teaching and Learning (12 papers) and Second Language Learning and Teaching (9 papers). Shannon M. Daniel is often cited by papers focused on Multilingual Education and Policy (13 papers), EFL/ESL Teaching and Learning (12 papers) and Second Language Learning and Teaching (9 papers). Shannon M. Daniel collaborates with scholars based in United States, United Kingdom and Canada. Shannon M. Daniel's co-authors include Mark B. Pacheco, Lisa Pray, Megan Madigan Peercy, Melinda Martin‐Beltrán, Robert T. Jiménez, Rebecca D. Silverman, Minjung Ryu, Blaine E. Smith, George E. MacKinnon and Timo Krings and has published in prestigious journals such as TESOL Quarterly, Reading Research Quarterly and Teachers and Teaching.

In The Last Decade

Shannon M. Daniel

25 papers receiving 446 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Shannon M. Daniel United States 14 253 249 226 206 92 26 498
Chris K. Chang‐Bacon United States 12 223 0.9× 214 0.9× 159 0.7× 134 0.7× 26 0.3× 28 374
Sabrina F. Sembiante United States 12 293 1.2× 295 1.2× 150 0.7× 242 1.2× 77 0.8× 34 476
Mahera Ruby United Kingdom 13 163 0.6× 101 0.4× 142 0.6× 103 0.5× 44 0.5× 19 339
Lee Gunderson Canada 9 134 0.5× 107 0.4× 167 0.7× 96 0.5× 118 1.3× 38 342
Luis E. Poza United States 9 288 1.1× 264 1.1× 185 0.8× 166 0.8× 41 0.4× 19 462
Frances Giampapa United States 8 180 0.7× 220 0.9× 127 0.6× 147 0.7× 27 0.3× 16 360
Joana Duarte Netherlands 12 393 1.6× 397 1.6× 109 0.5× 335 1.6× 51 0.6× 49 562
Elizabeth R. Howard United States 12 457 1.8× 350 1.4× 275 1.2× 304 1.5× 154 1.7× 40 653
Margarita Jimenez‐Silva United States 10 90 0.4× 79 0.3× 232 1.0× 68 0.3× 65 0.7× 46 355
Wendy Li United States 11 105 0.4× 180 0.7× 111 0.5× 188 0.9× 22 0.2× 17 333

Countries citing papers authored by Shannon M. Daniel

Since Specialization
Citations

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

Fields of papers citing papers by Shannon M. Daniel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Shannon M. Daniel. 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 Shannon M. Daniel. The network helps show where Shannon M. Daniel may publish in the future.

Co-authorship network of co-authors of Shannon M. Daniel

This figure shows the co-authorship network connecting the top 25 collaborators of Shannon M. Daniel. A scholar is included among the top collaborators of Shannon M. Daniel 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 Shannon M. Daniel. Shannon M. Daniel 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.
Mosimann, Pascal J., et al.. (2023). Carotid Cavernous Sinus Fistula Supplied by an Embryological Variant of the Ophthalmic Artery Causing Posterior Ischemic Optic Neuropathy and Ophthalmoplegia. Journal of Neuro-Ophthalmology. 44(4). e565–e567. 1 indexed citations
2.
Daniel, Shannon M., et al.. (2023). Cultivating writerly virtues: Critical human elements of multimodal writing in the age of artificial intelligence. Journal of Adolescent & Adult Literacy. 67(1). 32–38. 11 indexed citations
3.
Ryu, Minjung & Shannon M. Daniel. (2020). How Did We Engage Resettled Chin Youth in Critical STEM Literacy Practices?. 6(2). 319–345. 6 indexed citations
4.
Daniel, Shannon M.. (2019). Writing Our Identities for Successful Endeavors: Resettled Refugee Youth Look to the Future. Journal of Research in Childhood Education. 33(1). 71–83. 21 indexed citations
5.
Pacheco, Mark B., Shannon M. Daniel, Lisa Pray, & Robert T. Jiménez. (2019). Translingual Practice, Strategic Participation, and Meaning-Making. Journal of Literacy Research. 51(1). 75–99. 47 indexed citations
6.
Daniel, Shannon M., Lisa Pray, & Mark B. Pacheco. (2019). Cultivating teacher responsiveness with emergent bilingual students through videotaped lesson analysis. TESOL Journal. 11(2). 7 indexed citations
7.
Daniel, Shannon M.. (2018). Resettled Refugee Youth Leveraging Their Out-of-School Literacy Practices to Accomplish Schoolwork. Mind Culture and Activity. 25(3). 263–277. 13 indexed citations
8.
9.
Daniel, Shannon M., et al.. (2017). The Report of the 2016-2017 Professional Affairs Standing Committee: Formally Embracing and Engaging Preceptors in the Academy — The Time Has Come. American Journal of Pharmaceutical Education. 81(9). S16–S16. 12 indexed citations
10.
Pacheco, Mark B., Shannon M. Daniel, & Lisa Pray. (2017). Scaffolding Practice: Supporting Emerging Bilinguals’ Academic Language Use in Two Classroom Communities. Language Arts. 95(2). 63–76. 3 indexed citations
11.
Martin‐Beltrán, Melinda, Shannon M. Daniel, Megan Madigan Peercy, & Rebecca D. Silverman. (2017). Developing a Zone of Relevance: Emergent Bilinguals’ Use of Social, Linguistic, and Cognitive Support in Peer-Led Literacy Discussions. International Multilingual Research Journal. 11(3). 152–166. 33 indexed citations
12.
Daniel, Shannon M., Robert T. Jiménez, Lisa Pray, & Mark B. Pacheco. (2017). Scaffolding to make translanguaging a classroom norm. TESOL Journal. 10(1). 67 indexed citations
13.
14.
Daniel, Shannon M.. (2015). Engaging youth and pre-service teachers in immigration deliberations. Journal of Education for Teaching International Research and Pedagogy. 41(3). 321–323.
15.
Daniel, Shannon M., Melinda Martin‐Beltrán, Megan Madigan Peercy, & Rebecca D. Silverman. (2015). Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students. TESOL Journal. 7(2). 393–420. 46 indexed citations
16.
Daniel, Shannon M., et al.. (2015). Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol. TESOL Quarterly. 49(1). 169–187. 11 indexed citations
17.
Daniel, Shannon M. & Mark B. Pacheco. (2015). Translanguaging Practices and Perspectives of Four Multilingual Teens. Journal of Adolescent & Adult Literacy. 59(6). 653–663. 55 indexed citations
18.
Daniel, Shannon M.. (2014). Learning to Educate English Language Learners in Pre-Service Elementary Practicums. Teacher education quarterly (Claremont, Calif.). 41(2). 5–28. 25 indexed citations
19.
Daniel, Shannon M. & Megan Madigan Peercy. (2014). Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners. Action in Teacher Education. 36(2). 100–116. 13 indexed citations
20.
Peercy, Megan Madigan, Melinda Martin‐Beltrán, & Shannon M. Daniel. (2013). Learning together: creating a community of practice to support English language learner literacy. Language Culture and Curriculum. 26(3). 284–299. 15 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 Chris K. Chang‐Bacon Breakdown of academic impact, for papers by Sabrina F. Sembiante Breakdown of academic impact, for papers by Mahera Ruby Breakdown of academic impact, for papers by Lee Gunderson Breakdown of academic impact, for papers by Luis E. Poza Breakdown of academic impact, for papers by Frances Giampapa Breakdown of academic impact, for papers by Joana Duarte Breakdown of academic impact, for papers by Elizabeth R. Howard Breakdown of academic impact, for papers by Margarita Jimenez‐Silva Breakdown of academic impact, for papers by Wendy Li
Rankless by CCL
2026