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.
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism
2011595 citationsC. Cybele Raver, Stephanie M. Jones et al.profile →
Teaching through Interactions
2013457 citationsStephanie M. Jones, Joshua L. Brown et al.profile →
Social and Emotional Learning in Schools: From Programs to Strategies and commentaries
2012362 citationsStephanie M. Jones, Suzanne M. Bouffardprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
Countries citing papers authored by Stephanie M. Jones
Since
Specialization
Citations
This map shows the geographic impact of Stephanie M. Jones'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 Stephanie M. Jones with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stephanie M. Jones more than expected).
Fields of papers citing papers by Stephanie M. Jones
This network shows the impact of papers produced by Stephanie M. Jones. 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 Stephanie M. Jones. The network helps show where Stephanie M. Jones may publish in the future.
Co-authorship network of co-authors of Stephanie M. Jones
This figure shows the co-authorship network connecting the top 25 collaborators of Stephanie M. Jones.
A scholar is included among the top collaborators of Stephanie M. Jones 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 Stephanie M. Jones. Stephanie M. Jones is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Jones, Stephanie M., Rebecca Bailey, & Jennifer G. Kahn. (2019). The Science and Practice of Social and Emotional Learning: Implications for State Policymaking..7 indexed citations
5.
Bailey, Rebecca, et al.. (2019). Toolbox for SEL: Coaching Builds Teachers' Social and Emotional Strategies.. 40(6). 41.1 indexed citations
6.
Jones, Stephanie M. & Jennifer G. Kahn. (2018). The Evidence Base for How Learning Happens: A Consensus on Social, Emotional, and Academic Development.. The American Educator. 41(4). 16.9 indexed citations
7.
Jones, Stephanie M., Maria D. LaRusso, Ha Yeon Kim, et al.. (2016). Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools.. Digital Access to Scholarship at Harvard (DASH) (Harvard University).2 indexed citations
8.
Lesaux, Nonie K. & Stephanie M. Jones. (2016). The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation..14 indexed citations
9.
LaRusso, Maria D., Stephanie M. Jones, Ha Yeon Kim, et al.. (2016). Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades.. Society for Research on Educational Effectiveness.1 indexed citations
Jones, Stephanie M., et al.. (2014). Circles of Care. Educational leadership. 71(5). 42–47.1 indexed citations
12.
Jones, Stephanie M., et al.. (2014). Preliminary Impacts of SECURe PreK on Child- and Classroom-Level Outcomes.. Society for Research on Educational Effectiveness.3 indexed citations
Jones, Stephanie M. & Suzanne M. Bouffard. (2012). Social and Emotional Learning in Schools: From Programs to Strategies and commentaries. 26(4). 1–33.362 indexed citations breakdown →
16.
Lowenstein, Amy E., et al.. (2011). School Climate in Urban Elementary Schools: Its Role in Predicting Low-Income Children's Transition from Early Educational RCT to Kindergarten.. Society for Research on Educational Effectiveness.4 indexed citations
17.
Morris, Pamela, et al.. (2010). Making Preschool More Productive: How Classroom Management Training Can Help Teachers. SSRN Electronic Journal.17 indexed citations
18.
Jones, Stephanie M., Joshua L. Brown, & J. Lawrence Aber. (2010). Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes.. Society for Research on Educational Effectiveness.3 indexed citations
19.
Brown, Joshua L., Stephanie M. Jones, & J. Lawrence Aber. (2010). The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices.. Society for Research on Educational Effectiveness.2 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.