Sharon Strickland

795 total citations · 1 hit paper
11 papers, 579 citations indexed

About

Sharon Strickland is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Sharon Strickland has authored 11 papers receiving a total of 579 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 3 papers in Developmental and Educational Psychology and 2 papers in Statistics and Probability. Recurrent topics in Sharon Strickland's work include Mathematics Education and Teaching Techniques (8 papers), Innovative Teaching and Learning Methods (3 papers) and Teacher Education and Leadership Studies (2 papers). Sharon Strickland is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Innovative Teaching and Learning Methods (3 papers) and Teacher Education and Leadership Studies (2 papers). Sharon Strickland collaborates with scholars based in United States and Ireland. Sharon Strickland's co-authors include Jon R. Star, Kathleen Melhuish, Natasha M. Speer, Paul Christian Dawkins, Eva Thanheiser and Amy Noelle Parks and has published in prestigious journals such as School Science and Mathematics, Journal of Mathematics Teacher Education and Linguistics and Education.

In The Last Decade

Sharon Strickland

8 papers receiving 527 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

2007 547 citations Jon R. Star, Sharon Strickland Journal of Mathematics Teacher Education profile →

Peers

Sharon Strickland

EDUCA

DEP

SP

SPS

ECP

Jessica Hoth Germany

Xinrong Yang China

Cathery Yeh United States

Anne M. Raymond United States

Tara Barnhart United States

Jonathan L. Brendefur United States

Rebekka Stahnke Germany

Shari L. Stockero United States

Ellen Ansell United States

Rebecca Ambrose United States

Jessica Hoth Germany

Sharon Strickland

471 ×0.9

EDUCA

110 ×0.7

DEP

95 ×1.0

SP

56 ×0.8

SPS

80 ×1.3

ECP

Citations per year, relative to Sharon Strickland Sharon Strickland (= 1×) peers Jessica Hoth

Countries citing papers authored by Sharon Strickland

Since Specialization

Citations

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

Fields of papers citing papers by Sharon Strickland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sharon Strickland

This figure shows the co-authorship network connecting the top 25 collaborators of Sharon Strickland. A scholar is included among the top collaborators of Sharon Strickland 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 Sharon Strickland. Sharon Strickland 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.

Melhuish, Kathleen, et al.. (2024). Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms. Journal of Mathematics Teacher Education. 29(1). 7–33.

2.

Strickland, Sharon, et al.. (2022). Investigating preservice teachers' assessment skills: Relating aspects of teacher noticing and content knowledge for assessing student thinking in written work. School Science and Mathematics. 122(3). 142–154. 5 indexed citations

3.

Melhuish, Kathleen, et al.. (2022). Lessons Learned About Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation. International Journal of Research in Undergraduate Mathematics Education. 10(1). 284–317. 5 indexed citations

4.

Strickland, Sharon, et al.. (2020). Building on the work of teachers: Augmenting a functional lens to a teacher-generated framework for describing the instructional practices of responding. Linguistics and Education. 57. 100816–100816. 3 indexed citations

5.

Melhuish, Kathleen, et al.. (2020). Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms. 2017–2025. 1 indexed citations

6.

Melhuish, Kathleen, et al.. (2019). Components of High-Quality Mathematics Classrooms: Attending to Learning Opportunities for English Language Learners.. Proceedings of the ... PME Conference. 2 indexed citations

7.

Strickland, Sharon, et al.. (2016). (Toward) Developing a Common Language for Describing Instructional Practices of Responding: A Teacher-Generated Framework. 4(2). 126–144. 13 indexed citations

8.

Strickland, Sharon, et al.. (2016). A Framework for Identifying and Classifying Undergraduate Student Proof Errors. PRIMUS. 26(10). 905–921.

9.

Star, Jon R. & Sharon Strickland. (2007). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education. 11(2). 107–125. 547 indexed citations breakdown →

10.

Speer, Natasha M., et al.. (2005). Teaching Assistants Knowledge and Beliefs Related to Student Learning of Calculus. 1–8. 2 indexed citations

11.

Strickland, Sharon, et al.. (2005). Number Lines: Students Across Grade Levels Making Meaning through Metaphor. 1–2. 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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