Thomas A. Angelo

3.4k total citations · 1 hit paper
41 papers, 2.3k citations indexed

About

Thomas A. Angelo is a scholar working on Education, Public Health, Environmental and Occupational Health and Developmental and Educational Psychology. According to data from OpenAlex, Thomas A. Angelo has authored 41 papers receiving a total of 2.3k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 9 papers in Public Health, Environmental and Occupational Health and 4 papers in Developmental and Educational Psychology. Recurrent topics in Thomas A. Angelo's work include Evaluation of Teaching Practices (10 papers), Innovative Teaching Methods (8 papers) and Innovations in Medical Education (7 papers). Thomas A. Angelo is often cited by papers focused on Evaluation of Teaching Practices (10 papers), Innovative Teaching Methods (8 papers) and Innovations in Medical Education (7 papers). Thomas A. Angelo collaborates with scholars based in United States, Australia and New Zealand. Thomas A. Angelo's co-authors include K. Patricia Cross, Nancy Van Note Chism, Rebecca Walker, Billy O’Steen, Rachel Spronken‐Smith, Nicholas F. Taylor, Andrea M Bruder, Nora Shields, Charles Walker and James Donaldson and has published in prestigious journals such as Journal of Bone and Joint Surgery, Annals of the New York Academy of Sciences and British Journal of Pharmacology.

In The Last Decade

Thomas A. Angelo

39 papers receiving 1.7k citations

Hit Papers

align trajectories

What are hit papers?

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.

Classroom Assessment Techniques: A Handbook for College Teachers.

1995 1.5k citations Thomas A. Angelo, K. Patricia Cross et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Thomas A. Angelo United States	17	1.7k	366	320	136	134	41	2.3k
Nancy Van Note Chism United States	12	1.4k 0.8×	274 0.7×	281 0.9×	108 0.8×	91 0.7×	40	1.8k
Marilla D. Svinicki United States	22	1.4k 0.8×	514 1.4×	237 0.7×	89 0.7×	139 1.0×	83	2.1k
Susan A. Ambrose United States	10	1.1k 0.6×	315 0.9×	350 1.1×	107 0.8×	153 1.1×	25	1.9k
Piet Van den Bossche Netherlands	11	1.7k 1.0×	485 1.3×	323 1.0×	94 0.7×	271 2.0×	18	2.1k
Robert B. Barr United States	4	1.5k 0.9×	214 0.6×	201 0.6×	124 0.9×	107 0.8×	8	1.9k
Jay McTighe United States	22	2.4k 1.4×	675 1.8×	256 0.8×	290 2.1×	121 0.9×	45	3.3k
Leonard Springer United States	8	1.9k 1.1×	647 1.8×	391 1.2×	112 0.8×	80 0.6×	10	2.5k
L. Dee Fink United States	18	2.2k 1.3×	521 1.4×	443 1.4×	236 1.7×	449 3.4×	48	3.2k
Andrea L. Beach United States	14	1.2k 0.7×	189 0.5×	345 1.1×	66 0.5×	74 0.6×	36	1.5k
Melissa Dancy United States	23	2.1k 1.3×	501 1.4×	741 2.3×	90 0.7×	67 0.5×	66	2.7k

Countries citing papers authored by Thomas A. Angelo

Since Specialization

Citations

This map shows the geographic impact of Thomas A. Angelo'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 Thomas A. Angelo with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas A. Angelo more than expected).

Fields of papers citing papers by Thomas A. Angelo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas A. Angelo. 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 Thomas A. Angelo. The network helps show where Thomas A. Angelo may publish in the future.

Co-authorship network of co-authors of Thomas A. Angelo

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas A. Angelo. A scholar is included among the top collaborators of Thomas A. Angelo 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 Thomas A. Angelo. Thomas A. Angelo is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Janke, Kristin K., et al.. (2025). Core concept identification in STEM and related domain education: a scoping review of rationales, methods, and outputs. Frontiers in Education. 10.

Guilding, Clare, Róisín Kelly‐Laubscher, Anna‐Marie Babey, et al.. (2023). Developing an international concept‐based curriculum for pharmacology education: The promise of core concepts and concept inventories. British Journal of Clinical Pharmacology. 91(8). 2142–2150. 6 indexed citations

Guilding, Clare, Paul J. White, Margaret Cunningham, et al.. (2023). Defining and unpacking the core concepts of pharmacology: A global initiative. British Journal of Pharmacology. 181(3). 375–392. 13 indexed citations

McLaughlin, Jacqueline E., Thomas A. Angelo, & Paul J. White. (2023). Validating criteria for identifying core concepts using many-facet rasch measurement. Frontiers in Education. 8. 3 indexed citations

McGuire, Stephanie, Saundra Yancy McGuire, & Thomas A. Angelo. (2023). Teach Students How to Learn. 9 indexed citations

Angelo, Thomas A., Jacqueline E. McLaughlin, Michael R. Munday, & Paul J. White. (2022). Defining core conceptual knowledge: Why pharmacy education needs a new, evidence-based approach. Currents in Pharmacy Teaching and Learning. 14(8). 929–932. 2 indexed citations

Angelo, Thomas A., et al.. (2021). Content, costs, and characteristics of United States prepharmacy curricula. Currents in Pharmacy Teaching and Learning. 13(11). 1424–1431. 2 indexed citations

Williams, Charlene R., Philip T. Rodgers, Jacqueline E. McLaughlin, Thomas A. Angelo, & Greene Shepherd. (2020). Comparing Empathy Levels in Doctor of Pharmacy Students and Exemplary Pharmacist Preceptors. American Journal of Pharmaceutical Education. 84(3). 7497–7497. 10 indexed citations

Angelo, Thomas A.. (2017). Assessing Motivation to Improve Learning: Practical Applications of Keller's MVP Model and ARCS‐V Design Process. New Directions for Teaching and Learning. 2017(152). 99–108. 11 indexed citations

10.

Shields, Nora, Andrea M Bruder, Nicholas F. Taylor, & Thomas A. Angelo. (2012). Getting fit for practice: An innovative paediatric clinical placement provided physiotherapy students opportunities for skill development. Physiotherapy. 99(2). 159–164. 24 indexed citations

11.

Spronken‐Smith, Rachel, et al.. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education. 16(1). 15–28. 56 indexed citations

12.

Angelo, Thomas A.. (2001). 6: Doing Faculty Development as if We Value Learning Most: Transformative Guidelines from Research to Practice. To improve the academy. 19(20210331). 4 indexed citations

13.

Angelo, Thomas A.. (1999). Doing Assessment As If Learning Matters Most. 74 indexed citations

14.

Angelo, Thomas A.. (1998). Classroom Assessment and Research: An Update on Uses Approaches, and Research Findings. Bibliothèque et Archives nationales du Québec (Québec government). 33 indexed citations

15.

Angelo, Thomas A.. (1998). Editor's Notes. New Directions for Teaching and Learning. 1998(75). 1–2. 2 indexed citations

16.

Angelo, Thomas A.. (1996). Relating exemplary teaching to student learning. New Directions for Teaching and Learning. 1996(65). 57–64. 22 indexed citations

17.

Angelo, Thomas A.. (1991). Classroom research : early lessons from success /. Bibliothèque et Archives nationales du Québec (Québec government). 25 indexed citations

18.

Cross, K. Patricia & Thomas A. Angelo. (1989). Faculty Members as Classroom Researchers: A Progress Report.. 59(5). 23–25. 7 indexed citations

19.

Angelo, Thomas A. & K. Patricia Cross. (1989). Classroom research for teaching assistants. New Directions for Teaching and Learning. 1989(39). 99–108. 11 indexed citations

20.

Cross, K. Patricia & Thomas A. Angelo. (1988). Classroom Assessment Techniques. A Handbook for Faculty.. Bibliothèque et Archives nationales du Québec (Québec government). 145 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.

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