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.
Guidelines for Quality in Autobiographical Forms of Self-Study Research
2001573 citationsStefinee Pinnegar et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Stefinee Pinnegar
Since
Specialization
Citations
This map shows the geographic impact of Stefinee Pinnegar'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 Stefinee Pinnegar with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stefinee Pinnegar more than expected).
Fields of papers citing papers by Stefinee Pinnegar
This network shows the impact of papers produced by Stefinee Pinnegar. 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 Stefinee Pinnegar. The network helps show where Stefinee Pinnegar may publish in the future.
Co-authorship network of co-authors of Stefinee Pinnegar
This figure shows the co-authorship network connecting the top 25 collaborators of Stefinee Pinnegar.
A scholar is included among the top collaborators of Stefinee Pinnegar 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 Stefinee Pinnegar. Stefinee Pinnegar is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Teemant, Annela, Marvin E. Smith, Stefinee Pinnegar, & M. Winston Egan. (2005). Modeling Sociocultural Pedagogy in Distance Education. Teachers College Record The Voice of Scholarship in Education. 107(8). 1675–1698.16 indexed citations
14.
Brophy, Jere & Stefinee Pinnegar. (2005). Learning from Research on Teaching: Perspective, Methodology, and Representation. Advances in Research on Teaching. Volume 11..2 indexed citations
15.
Pinnegar, Stefinee & Annela Teemant. (2003). Attending to Inquiry in the Education of Teachers: Enlisting Frozen and Human Elements of Distance Education.. Teacher education & practice. 16(1). 47–70.
16.
Pinnegar, Stefinee. (1997). Depending on Experience.. Educational research quarterly. 21(2). 43–59.2 indexed citations
17.
Pinnegar, Stefinee, et al.. (1997). The Case for Hypermedia Video Ethnographies: Designing a New Class of Case Studies that Challenge Teaching Practice. The Journal of Technology and Teacher Education. 13(1). 141–161.15 indexed citations
18.
Pinnegar, Stefinee. (1993). Beginning Again: Making Sense and Learning the Terrain..3 indexed citations
19.
Brophy, Jere & Stefinee Pinnegar. (1989). Advances in research on teaching : a research annual. JAI Press eBooks.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.