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.
Measuring teacher efficacy to implement inclusive practices
2011470 citationsUmesh Sharma, Tim Loreman et al.Journal of Research in Special Educational Needsprofile →
This map shows the geographic impact of Tim Loreman'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 Tim Loreman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim Loreman more than expected).
This network shows the impact of papers produced by Tim Loreman. 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 Tim Loreman. The network helps show where Tim Loreman may publish in the future.
Co-authorship network of co-authors of Tim Loreman
This figure shows the co-authorship network connecting the top 25 collaborators of Tim Loreman.
A scholar is included among the top collaborators of Tim Loreman 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 Tim Loreman. Tim Loreman is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
McGhie‐Richmond, Donna, et al.. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education / Revue canadienne de l éducation. 36(1). 195–239.30 indexed citations
Sharma, Umesh, Tim Loreman, & Chris Forlin. (2011). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs. 12(1). 12–21.470 indexed citations breakdown →
10.
Loreman, Tim, et al.. (2009). Student Perspectives on Inclusive Education: A Survey of Grade 3-6 Children in Rural Alberta, Canada.. 5(1). 1–12.12 indexed citations
11.
Loreman, Tim, et al.. (2008). The Development of a Canadian Instrument for Measuring Student Views of Their Inclusive School Environment in a Rural Context: The Student Perceptions of Inclusion in Rural Canada (SPIRC) Scale.. International Journal of Special Education (IJSE). 23(3). 78–89.16 indexed citations
Sharma, Umesh, Chris Forlin, & Tim Loreman. (2007). What concerns pre-service teachers about inclusive education: An international viewpoint?. 4(2). 95–114.38 indexed citations
15.
Loreman, Tim. (2007). How We View Young Children with Diverse Abilities: What Canada Can Learn From Reggio Emilia.. 17(1). 5–26.8 indexed citations
16.
Loreman, Tim & Chris Earle. (2007). The Development of Attitudes, Sentiments and Concerns about Inclusive Education in a Content-Infused Canadian Teacher Preparation Program.. 17(1). 85–106.30 indexed citations
17.
Loreman, Tim, Chris Earle, Umesh Sharma, & Chris Forlin. (2007). The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education (IJSE). 22(2). 150–159.109 indexed citations
Loreman, Tim. (1999). Integration: coming from the outside. interactions. 21–23.16 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.