Thomas Hatch

2.9k total citations
64 papers, 1.8k citations indexed

About

Thomas Hatch is a scholar working on Education, Information Systems and Management and Sociology and Political Science. According to data from OpenAlex, Thomas Hatch has authored 64 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 16 papers in Information Systems and Management and 9 papers in Sociology and Political Science. Recurrent topics in Thomas Hatch's work include Educational Assessment and Improvement (16 papers), Teacher Education and Leadership Studies (14 papers) and School Choice and Performance (8 papers). Thomas Hatch is often cited by papers focused on Educational Assessment and Improvement (16 papers), Teacher Education and Leadership Studies (14 papers) and School Choice and Performance (8 papers). Thomas Hatch collaborates with scholars based in United States, Norway and Denmark. Thomas Hatch's co-authors include Howard Gardner, Meredith I. Honig, Pam Grossman, Sandra R. Waxman, Rachel Roegman, Kathryn Hill, David Allen, Melanie Ehren, Anand R. Marri and N. D. G. White and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Educational Research Journal and Educational Researcher.

In The Last Decade

Thomas Hatch

62 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Thomas Hatch United States 17 1.2k 345 310 241 193 64 1.8k
Jules M. Pieters Netherlands 22 995 0.9× 338 1.0× 268 0.9× 159 0.7× 108 0.6× 69 1.6k
Wim van de Grift Netherlands 30 1.9k 1.6× 474 1.4× 241 0.8× 393 1.6× 247 1.3× 77 2.4k
Klaas van Veen Netherlands 29 2.1k 1.8× 544 1.6× 264 0.9× 429 1.8× 275 1.4× 102 2.7k
Robert Coe United Kingdom 19 1.0k 0.9× 233 0.7× 218 0.7× 96 0.4× 139 0.7× 47 1.4k
Peter Grootenboer Australia 23 1.6k 1.3× 324 0.9× 132 0.4× 163 0.7× 221 1.1× 91 2.0k
Robert E. Floden United States 25 1.8k 1.6× 336 1.0× 199 0.6× 121 0.5× 393 2.0× 89 2.2k
Christopher DeLuca Canada 29 2.1k 1.8× 325 0.9× 418 1.3× 127 0.5× 209 1.1× 116 2.6k
Ilana Seidel Horn United States 22 2.0k 1.8× 636 1.8× 357 1.2× 143 0.6× 377 2.0× 47 2.4k
Dennis Sumara Canada 25 1.3k 1.1× 513 1.5× 86 0.3× 268 1.1× 517 2.7× 72 2.4k
David Pedder United Kingdom 22 2.3k 2.0× 627 1.8× 315 1.0× 133 0.6× 366 1.9× 38 2.7k

Countries citing papers authored by Thomas Hatch

Since Specialization
Citations

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

Fields of papers citing papers by Thomas Hatch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas Hatch

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

All Works

20 of 20 papers shown
1.
Hatch, Thomas, et al.. (2021). The Education We Need for a Future We Can’t Predict. Corwin eBooks. 7 indexed citations
2.
Hatch, Thomas. (2021). We will now resume our regular programming. Journal of Educational Change. 22(3). 447–456. 1 indexed citations
3.
Hatch, Thomas, et al.. (2021). Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks. Education Policy Analysis Archives. 29(January - July). 60–60. 4 indexed citations
4.
Hatch, Thomas, et al.. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education?. Teaching and Teacher Education. 59. 274–284. 21 indexed citations
5.
Marri, Anand R., et al.. (2014). “I Did Not Think it Was An Effective Use of Questioning”: Collective Critical Observation and Reflection of Social Studies Pedagogy. The Journal of Social Studies Research. 39(3). 135–149. 2 indexed citations
6.
Hatch, Thomas & Rachel Roegman. (2012). Out of Isolation: Superintendents Band Together to Improve Instruction and Equity in Their Districts.. ˜The œJournal of staff development. 33(6). 37–41. 3 indexed citations
7.
Hatch, Thomas. (2009). The Outside-Inside Connection.. Educational leadership. 67(2). 16–21. 3 indexed citations
8.
Hatch, Thomas, et al.. (2008). Learning From the Practice of Veteran and Novice Teachers. Journal of Teacher Education. 60(1). 68–69. 5 indexed citations
9.
Hatch, Thomas, et al.. (2005). Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance. Teachers College Record The Voice of Scholarship in Education. 107(5). 1004–1035. 43 indexed citations
10.
Hatch, Thomas, et al.. (2005). Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance. Teachers College Record The Voice of Scholarship in Education. 107(5). 1004–1035. 9 indexed citations
11.
Honig, Meredith I. & Thomas Hatch. (2004). Crafting Coherence: How Schools Strategically Manage Multiple, External Demands. Educational Researcher. 33(8). 16–30. 328 indexed citations
12.
Hatch, Thomas. (2002). When Improvement Programs Collide. Phi Delta Kappan. 83(8). 626–639. 22 indexed citations
13.
Hatch, Thomas. (1998). How Comprehensive Can Comprehensive Reform Be. Phi Delta Kappan. 79(7). 518. 8 indexed citations
14.
Hatch, Thomas. (1998). How Community Action Contributes to Achievement.. Educational leadership. 55(8). 15–16. 17 indexed citations
15.
Hatch, Thomas. (1997). Getting Specific about Multiple Intelligences.. Educational leadership. 54(6). 26–29. 18 indexed citations
16.
Hatch, Thomas & Howard Gardner. (1996). If Binet Had Looked Beyond the Classroom: The Assessment of Multiple Intelligences.. 21(2). 5–28. 10 indexed citations
17.
Hatch, Thomas, et al.. (1994). On the edge of school: Creating a new context for students' development. New Directions for Child and Adolescent Development. 1994(63). 51–63. 1 indexed citations
18.
Hatch, Thomas. (1993). From Research to Reform: Finding Better Ways to Put Theory into Practice.. Educational Horizons. 71(4). 197–202. 5 indexed citations
19.
Waxman, Sandra R. & Thomas Hatch. (1992). Beyond the basics: preschool children label objects flexibly at multiple hierarchical levels. Journal of Child Language. 19(1). 153–166. 62 indexed citations
20.
Hatch, Thomas. (1990). Looking at Hank, Looking at Ira: Looking at Individual Four-Year-Olds, Especially Their Leadership Styles.. Young children. 45(5). 11–17. 5 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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