Thomas F. Hawk

1.2k total citations
15 papers, 724 citations indexed

About

Thomas F. Hawk is a scholar working on Education, Social Psychology and Organizational Behavior and Human Resource Management. According to data from OpenAlex, Thomas F. Hawk has authored 15 papers receiving a total of 724 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 4 papers in Social Psychology and 4 papers in Organizational Behavior and Human Resource Management. Recurrent topics in Thomas F. Hawk's work include Communication in Education and Healthcare (4 papers), Evaluation of Teaching Practices (4 papers) and Management and Organizational Studies (3 papers). Thomas F. Hawk is often cited by papers focused on Communication in Education and Healthcare (4 papers), Evaluation of Teaching Practices (4 papers) and Management and Organizational Studies (3 papers). Thomas F. Hawk collaborates with scholars based in United States. Thomas F. Hawk's co-authors include Amit Shah, Paul Lyons and Dale E. Zand and has published in prestigious journals such as Academy of Management Learning and Education, The Journal of Applied Behavioral Science and Organizational Behavior Teaching Review.

In The Last Decade

Thomas F. Hawk

13 papers receiving 644 citations

Peers

Thomas F. Hawk

EDUCA

DEP

CSA

MTI

Thomas Howard Morris United Kingdom

Barbara J. Millis United States

Karl Smith United States

Hitendra Pillay Australia

Erkki Olkinuora Finland

Joseph Luca Australia

Denise Chalmers Australia

Elizabeth F. Barkley

Najmuddin Shaik United States

Robert A. Wisher United States

Thomas Howard Morris United Kingdom

Thomas F. Hawk

470 ×1.1

EDUCA

221 ×0.8

DEP

104 ×1.2

CSA

65 ×0.8

59 ×0.9

MTI

Citations per year, relative to Thomas F. Hawk Thomas F. Hawk (= 1×) peers Thomas Howard Morris

Countries citing papers authored by Thomas F. Hawk

Since Specialization

Citations

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

Fields of papers citing papers by Thomas F. Hawk

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas F. Hawk

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

All Works

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15 of 15 papers shown

Hawk, Thomas F., et al.. (2023). Our Pedagogical Epiphanies: Moments of Clarity in Our Teaching Practice That Created Windows for Change. Organizational Behavior Teaching Review. 47(6). 589–617. 3 indexed citations

Hawk, Thomas F.. (2017). Getting to Know Your Students and an Educational Ethic of Care. Organizational Behavior Teaching Review. 41(5). 669–686. 16 indexed citations

Hawk, Thomas F.. (2016). Being “Physically Present While Cognitively Truant”. Organizational Behavior Teaching Review. 40(4). 367–373. 1 indexed citations

Hawk, Thomas F. & Amit Shah. (2014). An Integrated Course Design Model for Beginning Faculty. Organization Management Journal. 11(3). 180–192. 2 indexed citations

Hawk, Thomas F. & Amit Shah. (2014). A REVISED FEEDBACK MODEL FOR TASK AND SELF-REGULATED LEARNING. 3 indexed citations

Hawk, Thomas F. & Dale E. Zand. (2013). Parallel Organization. The Journal of Applied Behavioral Science. 50(3). 307–336. 3 indexed citations

Hawk, Thomas F.. (2012). Books & Resource ReviewsEnhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference, by WeimerMaryellen, 2006. San Francisco, CA: Jossey-Bass. 243 pp., hard cover.Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling, by McKinneyKathleen, 2007. San Francisco, CA: Anker Publishing. 201 pp., soft cover.. Academy of Management Learning and Education. 11(4). 751–754.

Hawk, Thomas F.. (2011). Learning in Adulthood: A Comprehensive Guide.. Academy of Management Learning and Education. 10(1). 168–170. 243 indexed citations

Hawk, Thomas F.. (2009). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student PerformanceScoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance, by ArterJudith and McTigheJay 2001. Thousand Oaks, CA: Corwin Press. 189 pages, soft cover.. Academy of Management Learning and Education. 8(4). 612–614. 1 indexed citations

10.

Hawk, Thomas F.. (2009). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student LearningIntroduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning, by StevensDannelle D. and LeviAntonia J. 2005. Sterling, VA: Stylus Publishing, 131 pages, soft cover.. Academy of Management Learning and Education. 8(4). 612–614. 2 indexed citations

11.

Hawk, Thomas F.. (2009). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance/Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning.. Academy of Management Learning and Education. 8(4). 612–614. 1 indexed citations

12.

Hawk, Thomas F.. (2008). What the Best College Teachers Do, by Ken Bain. Cambridge, Massachusetts: Harvard University Press, 2004. 207 pages, hard coverWhat the Best College Teachers Do, by BainKen. Cambridge, Massachusetts: Harvard University Press, 2004. 207 pages, hard cover. Academy of Management Learning and Education. 7(2). 281–288. 2 indexed citations

13.

Hawk, Thomas F. & Paul Lyons. (2008). Learner's perceptions of care and respect offered by instructors. Industrial and Commercial Training. 40(4). 197–205. 1 indexed citations

14.

Hawk, Thomas F. & Paul Lyons. (2008). Please Don't give Up On Me: When Faculty Fail To Care. Organizational Behavior Teaching Review. 32(3). 316–338. 62 indexed citations

15.

Hawk, Thomas F. & Amit Shah. (2007). Using Learning Style Instruments to Enhance Student Learning. Decision Sciences Journal of Innovative Education. 5(1). 1–19. 384 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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