Susan M. Johnson
About
In The Last Decade
Susan M. Johnson
265 papers receiving 9.8k citations
Hit Papers
Peers
Comparison fields: 5 of 182
- Social Psychology 5.4k
- Clinical Psychology 5.0k
- Education 3.9k
- Sociology and Political Science 2.0k
- Demography 1.2k
Countries citing papers authored by Susan M. Johnson
This map shows the geographic impact of Susan M. Johnson'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 Susan M. Johnson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Susan M. Johnson more than expected).
Fields of papers citing papers by Susan M. Johnson
This network shows the impact of papers produced by Susan M. Johnson. 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 Susan M. Johnson. The network helps show where Susan M. Johnson may publish in the future.
Co-authorship network of co-authors of Susan M. Johnson
This figure shows the co-authorship network connecting the top 25 collaborators of Susan M. Johnson. A scholar is included among the top collaborators of Susan M. Johnson 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 Susan M. Johnson. Susan M. Johnson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 1 | |
| 3 | Team Work: Time well Spent. | 1 |
| 4 | Build the Capacity of Teachers and Their Schools: Improve the Quality of Teachers and Teaching by Investing in Individual Teachers and Assessing Their Effectiveness While Also Improving the Schools Where They Work | 0 |
| 5 | The Potential of Peer Review. | 7 |
| 6 | Teach for America Teachers: How Long Do They Teach? Why Do They Leave? Most TFA Alumni Continue to Teach after Completing Their Two-Year Obligation. Those Who Leave the Profession Exit Because of the Same Poor Working Conditions That Drive Away Other Young Teachers | 4 |
| 7 | 65 | |
| 8 | Managing School Districts for High Performance: Cases in Public Education Leadership | 25 |
| 9 | 18 | |
| 10 | The Schools That Teachers Choose. | 80 |
| 11 | Lost at Sea: Without a Curriculum, Navigating Instruction Can be Tough--Especially for New Teachers. | 8 |
| 12 | Q: What Keeps New Teachers in the Swim? A: Schools That Support Their Work. | 5 |
| 13 | Schoolteachers and Schooling: Ethoses in Conflict | 2 |
| 14 | The heart of the matter : perspectives on emotion in marital therapy | 98 |
| 15 | Lessons from Victoria. | 3 |
| 16 | Vision in the Superintendency. | 3 |
| 17 | Pursuing Professional Reform in Cincinnati. | 5 |
| 18 | Teaching Reform in an Active Voice. | 3 |
| 19 | Seniority and Schools. | 2 |
| 20 | Fannie Lou Hamer: Mississippi Grassroots Organizer | 0 |
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.