Shelby Cosner

753 total citations
21 papers, 431 citations indexed

About

Shelby Cosner is a scholar working on Education, Information Systems and Management and Developmental and Educational Psychology. According to data from OpenAlex, Shelby Cosner has authored 21 papers receiving a total of 431 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 10 papers in Information Systems and Management and 5 papers in Developmental and Educational Psychology. Recurrent topics in Shelby Cosner's work include Teacher Education and Leadership Studies (11 papers), Educational Assessment and Improvement (10 papers) and Educational and Psychological Assessments (4 papers). Shelby Cosner is often cited by papers focused on Teacher Education and Leadership Studies (11 papers), Educational Assessment and Improvement (10 papers) and Educational and Psychological Assessments (4 papers). Shelby Cosner collaborates with scholars based in United States. Shelby Cosner's co-authors include Mary F. Jones, Kent D. Peterson, Samuel P. Whalen, Mark A. Smylie, Jason R. Swanson, Curtis J. Jones and Steven M. Kimball and has published in prestigious journals such as Educational Administration Quarterly, Journal of Educational Administration and Urban Education.

In The Last Decade

Shelby Cosner

20 papers receiving 376 citations

Peers

Shelby Cosner

EDUCA

ISM

DEP

MSOR

OBHRM

Hans W. Klar United States

Tiiu Strauss Canada

James E. Taylor United States

Hajime Mitani United States

Anna Yashkina United States

Coby V. Meyers United States

Ed Bengtson United States

Sue Swaffield United Kingdom

Jessica Rigby United States

Mika Risku Finland

Hans W. Klar United States

Shelby Cosner

343 ×1.1

EDUCA

105 ×0.6

ISM

55 ×1.1

DEP

34 ×0.9

MSOR

36 ×1.3

OBHRM

Citations per year, relative to Shelby Cosner Shelby Cosner (= 1×) peers Hans W. Klar

Countries citing papers authored by Shelby Cosner

Since Specialization

Citations

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

Fields of papers citing papers by Shelby Cosner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Shelby Cosner

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

Cosner, Shelby, et al.. (2024). Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature. Education Sciences. 14(9). 944–944. 2 indexed citations

Cosner, Shelby, et al.. (2023). Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence. Educational Administration Quarterly. 59(1). 3–39. 4 indexed citations

Cosner, Shelby. (2020). A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation. Journal of Research on Leadership Education. 15(3). 167–172. 13 indexed citations

Cosner, Shelby, et al.. (2020). The school-community connection: social justice leaders’ community activism to promote justice for students. International Journal of Leadership in Education. 26(4). 680–700. 3 indexed citations

Cosner, Shelby, et al.. (2019). Supporting Instructional Transformation Tied to Standards-Based Reforms: Examining a Learning-Focused Approach to Supporting School-Wide Implementation. Leadership and Policy in Schools. 19(2). 252–270. 3 indexed citations

Cosner, Shelby. (2018). What Makes a Leadership Preparation Program Exemplary?. Journal of Research on Leadership Education. 14(1). 98–115. 20 indexed citations

Cosner, Shelby, et al.. (2018). Examining the architecture of leadership coaching. Journal of Educational Administration. 56(3). 364–380. 10 indexed citations

Cosner, Shelby, et al.. (2018). Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs. Journal of Research on Leadership Education. 13(3). 238–255. 24 indexed citations

Cosner, Shelby, et al.. (2016). Developing the Leadership Pipeline.

10.

Cosner, Shelby & Mary F. Jones. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability. Journal of Educational Administration. 54(1). 41–57. 34 indexed citations

11.

Cosner, Shelby, et al.. (2015). Principal Roles, Work Demands, and Supports Needed to Implement New Teacher Evaluation.. ScholarWorks@BGSU (Bowling Green State University). 27(1). 76–95. 4 indexed citations

12.

Cosner, Shelby, et al.. (2015). Cultivating Exemplary School Leadership Preparation at a Research Intensive University. Journal of Research on Leadership Education. 10(1). 11–38. 26 indexed citations

13.

Cosner, Shelby. (2014). Cultivating Collaborative Data Practices as a Schoolwide Improvement Strategy: A Phase-Based Model of School Leadership Supports. Journal of School Leadership. 24(4). 691–724. 2 indexed citations

14.

Cosner, Shelby, et al.. (2012). The Ed.D. Program at the University of Illinois at Chicago: Using Continuous Improvement to Promote School Leadership Preparation.. Planning and changing. 43. 127–148. 10 indexed citations

15.

Cosner, Shelby. (2011). Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Urban Elementary Schools. Urban Education. 46(4). 786–827. 28 indexed citations

16.

Cosner, Shelby. (2011). Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers. Educational Management Administration & Leadership. 39(5). 568–589. 77 indexed citations

17.

Cosner, Shelby. (2010). Drawing on a Knowledge-Based Trust Perspective to Examine and Conceptualize Within-School Trust Development by Principals. Journal of School Leadership. 20(2). 117–144. 15 indexed citations

18.

Cosner, Shelby. (2009). Building Organizational Capacity Through Trust. Educational Administration Quarterly. 45(2). 248–291. 117 indexed citations

19.

Peterson, Kent D. & Shelby Cosner. (2005). Teaching Your Principal: Top Tips for the Professional Development of the School's Chief.. The Journal of staff development. 26(2). 28–32. 7 indexed citations

20.

Cosner, Shelby & Kent D. Peterson. (2003). Building a Learning Community.. Leadership. 32(5). 12–15. 10 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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