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.
Designing Professional Development for Teachers of Science and Mathematics
20101.1k citationsSusan Loucks‐Horsley, Katherine Stiles et al.Corwin Press eBooksprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Susan Mundry'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 Mundry with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Susan Mundry more than expected).
This network shows the impact of papers produced by Susan Mundry. 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 Mundry. The network helps show where Susan Mundry may publish in the future.
Co-authorship network of co-authors of Susan Mundry
This figure shows the co-authorship network connecting the top 25 collaborators of Susan Mundry.
A scholar is included among the top collaborators of Susan Mundry 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 Mundry. Susan Mundry is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
15 of 15 papers shown
1.
Stiles, Katherine, et al.. (2017). Framework for Leading Next Generation Science Standards Implementation.. Issue Lab (Candid).6 indexed citations
2.
Mundry, Susan, et al.. (2014). Practitioner Data Use in Schools: Workshop Toolkit. REL 2015-043..1 indexed citations
3.
Dadgar, Mina, et al.. (2014). Core to College Evaluation: Exploring the Use of Multiple Measures for Placement into College-Level Courses. Seeking Alternatives or Improvements to the Use of a Single Standardized Test..
Loucks‐Horsley, Susan, et al.. (2011). Leadership scolaire au quotidien: 124 actions pour enrichir sa pratique. Bibliothèque et Archives nationales du Québec (Québec government).1 indexed citations
6.
Loucks‐Horsley, Susan, Katherine Stiles, Susan Mundry, Nancy S. Love, & Peter W. Hewson. (2010). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press eBooks.1085 indexed citations breakdown →
7.
Morgan, Claire, et al.. (2010). Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region. Issues & Answers. REL 2010-No. 090..8 indexed citations
8.
Love, Nancy S., et al.. (2008). Passion and Principle: Ground Effective Data Use.. The Journal of staff development. 29(4). 10–14.1 indexed citations
9.
Mundry, Susan, et al.. (2008). An analysis of state data on the distribution of teaching assignments filled by highly qualified teachers in New York schools.3 indexed citations
10.
Mundry, Susan, et al.. (2008). An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools. Issues & Answers. REL 2008-No. 047..1 indexed citations
11.
Mundry, Susan. (2005). Changing Perspectives In Professional Development. Science educator. 14(1). 9–15.35 indexed citations
12.
Mundry, Susan, Edward Britton, Senta A. Raizen, & Susan Loucks‐Horsley. (2000). Designing Successful Professional Meetings and Conferences in Education: Planning, Implementation, and Evaluation.5 indexed citations
13.
Stein, Mary Kay & Susan Mundry. (1999). Professional Development for Science and Mathematics Teachers: Dilemmas of Design.. 7(2). 14–18.4 indexed citations
14.
Mundry, Susan, Barbara S. Spector, Katherine Stiles, & Susan Loucks‐Horsley. (1999). Working toward a Continuum of Professional Learning Experiences for Teachers of Science and Mathematics. Research Monograph..5 indexed citations
15.
Mundry, Susan & Susan Loucks‐Horsley. (1999). Designing Professional Development for Science and Mathematics Teachers: Decision Points and Dilemmas.. 3(1).14 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.