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.
This map shows the geographic impact of Sue Bredekamp'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 Sue Bredekamp with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sue Bredekamp more than expected).
This network shows the impact of papers produced by Sue Bredekamp. 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 Sue Bredekamp. The network helps show where Sue Bredekamp may publish in the future.
Co-authorship network of co-authors of Sue Bredekamp
This figure shows the co-authorship network connecting the top 25 collaborators of Sue Bredekamp.
A scholar is included among the top collaborators of Sue Bredekamp 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 Sue Bredekamp. Sue Bredekamp 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.
Bredekamp, Sue. (2005). Play and School Readiness.. 38(1). 18–26.26 indexed citations
2.
Bredekamp, Sue. (2000). CDA at 25: Reflections on the Past and Projections for the Future.. Young children. 55(5). 15–19.1 indexed citations
3.
Bredekamp, Sue. (2000). "America's Kindergartners": An Initial Look at the Kindergarten Class of 1998-99. Invited Commentary.. 2(1). 14–15.1 indexed citations
4.
Bredekamp, Sue. (1999). When New Solutions Create New Problems: Lessons Learned from NAEYC Accreditation.. Young children. 54(1). 58–63.2 indexed citations
Bredekamp, Sue. (1997). NAEYC Issues Revised Position Statement on Developmentally Appropriate Practice in Early Childhood Programs.. Young children. 52(2). 34–40.42 indexed citations
Bredekamp, Sue. (1996). 25 Years of Educating Young Children: The High/Scope Approach to Preschool Education.. Young children. 51(4). 57–61.2 indexed citations
Bredekamp, Sue. (1995). What Do Early Childhood Professionals Need to Know and Be Able to Do. Young children. 50(2). 67–69.10 indexed citations
11.
Bredekamp, Sue. (1995). What do early childhood professional need to know and be able to do. Young children.4 indexed citations
12.
Bredekamp, Sue, et al.. (1993). A "New" Paradigm of Early Childhood Professional Development.. Young children. 48(4). 63–66.5 indexed citations
13.
Bredekamp, Sue. (1993). Reflections on Reggio Emilia.. Young children. 49(1). 13–17.17 indexed citations
14.
Bredekamp, Sue, et al.. (1992). Of Ladders and Lattices, Cores and Cones: Conceptualizing an Early Childhood Professional Development System.. Young children. 47(3). 47–51.16 indexed citations
15.
Bredekamp, Sue. (1992). Composing a Profession.. Young children. 47(2). 52–54.4 indexed citations
16.
Bredekamp, Sue & Teresa Rosegrant. (1992). Reaching potentials : appropriate curriculum and assessment for young children.204 indexed citations
17.
Bredekamp, Sue. (1990). Extra-Year Programs: A Response to Brewer and Uphoff.. Young children. 45(6). 20–21.
18.
Bredekamp, Sue, et al.. (1990). Public Policy Report. Redefining Readiness: An Essential Requisite for Educational Reform.. Young children. 45(5). 22–24.8 indexed citations
Bredekamp, Sue, et al.. (1986). How Early Childhood Programs Get Accredited: An Analysis of Accreditation Decisions.. Young children. 42(1). 34–38.5 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.