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.
Statistical Methodology for the Concurrent Assessment of Interrater and Intrarater Reliability: Using Goniometric Measurements as an Example
1994542 citationsMichael Eliasziw, Suzanne Young et al.Physical Therapyprofile →
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 Suzanne Young'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 Suzanne Young with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Suzanne Young more than expected).
This network shows the impact of papers produced by Suzanne Young. 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 Suzanne Young. The network helps show where Suzanne Young may publish in the future.
Co-authorship network of co-authors of Suzanne Young
This figure shows the co-authorship network connecting the top 25 collaborators of Suzanne Young.
A scholar is included among the top collaborators of Suzanne Young 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 Suzanne Young. Suzanne Young is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Al‐Asfour, Ahmed & Suzanne Young. (2017). Faculty Professional Development Needs and Career Advancement at Tribal Colleges and Universities. The journal of faculty development. 31(1). 41–48.4 indexed citations
Range, Bret G., et al.. (2014). Teachers' Perceptions Based on Tenure Status and Gender about Principals' Supervision.. BearWorks (Missouri State University). 9(1).5 indexed citations
6.
Range, Bret G., et al.. (2011). Preservice Teacher Beliefs about Retention: How Do They Know What They Don't Know?.. 21(2). 77–99.6 indexed citations
7.
Young, Suzanne, et al.. (2011). Wyoming’s Instructional Facilitator Program: Teachers’ Beliefs about the Impact of Coaching on Practice. The rural educator. 32(2). 13–22.6 indexed citations
8.
Young, Suzanne & Mary Alice Bruce. (2011). Classroom Community and Student Engagement in Online Courses.82 indexed citations
9.
Young, Suzanne, et al.. (2008). The Influence of Technology on Communication for School Leaders: Preferences, Beliefs, and Use.. Planning and changing. 39. 81–97.2 indexed citations
Young, Suzanne, Alan Moore, Dale G. Shaw, & Daniel J. Mundfrom. (1997). Competencies in Graduate Education: What Should Students Know about Research and Statistics?..1 indexed citations
19.
Eliasziw, Michael, et al.. (1994). Statistical Methodology for the Concurrent Assessment of Interrater and Intrarater Reliability: Using Goniometric Measurements as an Example. Physical Therapy. 74(8). 777–788.542 indexed citations breakdown →
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.