Timothy G. Ford

1.1k total citations
37 papers, 683 citations indexed

About

Timothy G. Ford is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Timothy G. Ford has authored 37 papers receiving a total of 683 indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 8 papers in Social Psychology and 5 papers in Clinical Psychology. Recurrent topics in Timothy G. Ford's work include Teacher Education and Leadership Studies (14 papers), Early Childhood Education and Development (12 papers) and Teacher Professional Development and Motivation (7 papers). Timothy G. Ford is often cited by papers focused on Teacher Education and Leadership Studies (14 papers), Early Childhood Education and Development (12 papers) and Teacher Professional Development and Motivation (7 papers). Timothy G. Ford collaborates with scholars based in United States, Greece and Qatar. Timothy G. Ford's co-authors include Angela Urick, Kyong‐Ah Kwon, Ken Randall, Jam Khojasteh, Alison Wilson, Ahmad Abdelkarim, Alicia L. Salvatore, Lieny Jeon, Kyong‐Ah Kwon and Alyson Leah Lavigne and has published in prestigious journals such as Review of Educational Research, International Journal of Environmental Research and Public Health and Teaching and Teacher Education.

In The Last Decade

Timothy G. Ford

32 papers receiving 642 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Timothy G. Ford United States	16	447	174	151	78	72	37	683
Vasilis Grammatikopoulos Greece	16	383 0.9×	124 0.7×	160 1.1×	106 1.4×	132 1.8×	52	651
Karee E. Dunn United States	13	346 0.8×	166 1.0×	111 0.7×	102 1.3×	160 2.2×	29	757
Laura Amo United States	8	263 0.6×	99 0.6×	188 1.2×	76 1.0×	90 1.3×	16	524
Said Aldhafri Oman	14	390 0.9×	123 0.7×	204 1.4×	66 0.8×	48 0.7×	53	663
Xiumin Hong China	13	250 0.6×	190 1.1×	103 0.7×	178 2.3×	24 0.3×	42	532
Colleen Halupa United States	11	363 0.8×	95 0.5×	97 0.6×	57 0.7×	64 0.9×	25	598
Elina Saeki United States	10	300 0.7×	146 0.8×	179 1.2×	36 0.5×	63 0.9×	15	488
Ulrika Bergmark Sweden	13	549 1.2×	44 0.3×	76 0.5×	112 1.4×	88 1.2×	38	731
Keith Zvoch United States	15	443 1.0×	130 0.7×	100 0.7×	72 0.9×	130 1.8×	33	684
Lucy C. Sorensen United States	13	399 0.9×	88 0.5×	91 0.6×	88 1.1×	32 0.4×	26	608

Countries citing papers authored by Timothy G. Ford

Since Specialization

Citations

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

Fields of papers citing papers by Timothy G. Ford

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Timothy G. Ford. 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 Timothy G. Ford. The network helps show where Timothy G. Ford may publish in the future.

Co-authorship network of co-authors of Timothy G. Ford

This figure shows the co-authorship network connecting the top 25 collaborators of Timothy G. Ford. A scholar is included among the top collaborators of Timothy G. Ford 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 Timothy G. Ford. Timothy G. Ford 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

Kwon, Kyong‐Ah, et al.. (2025). The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality. Early Childhood Research Quarterly. 72. 371–382.

Kwon, Kyong‐Ah, et al.. (2025). A longitudinal study of Head Start teacher turnover trends and factors. Teaching and Teacher Education. 156. 104916–104916.

Kwon, Kyong‐Ah, Seulki Jang, Timothy G. Ford, & Jackie Chappell. (2025). Developing and Validating a Comprehensive Measure of Early Childhood Teacher Working Conditions and their Associations with Well-Being and Turnover Intent. Early Childhood Education Journal. 1 indexed citations

Ford, Timothy G., et al.. (2025). Leading well: How working conditions shape early childhood leaders’ sleep quality and well-being. Educational Management Administration & Leadership.

Ford, Timothy G. & Alyson Leah Lavigne. (2023). Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation. Educational Policy. 38(4). 794–829. 3 indexed citations

Sisson, Susan B., et al.. (2023). Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19. International Journal of Environmental Research and Public Health. 20(3). 2763–2763. 2 indexed citations

Urick, Angela, Timothy G. Ford, Alison Wilson, & Els Consuegra. (2022). How does instructional leadership influence opportunity to learn in mathematics? A comparative study of pathways for grade 4 students in the U.S. and Belgium. Research in Comparative and International Education. 17(3). 372–398. 2 indexed citations

Kwon, Kyong‐Ah, et al.. (2022). Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health. 19(8). 4919–4919. 17 indexed citations

Kwon, Kyong‐Ah, et al.. (2021). Testing a holistic conceptual framework for early childhood teacher well-being. Journal of School Psychology. 86. 178–197. 66 indexed citations

10.

Randall, Ken, et al.. (2021). Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators. International Journal of Environmental Research and Public Health. 18(18). 9430–9430. 31 indexed citations

11.

Ford, Timothy G. & Patrick Forsyth. (2021). Teacher corps stability: articulating the social capital enabled when teachers stay. Journal of Educational Administration. 59(2). 233–252. 4 indexed citations

12.

Kwon, Kyong‐Ah, Shinyoung Jeon, Sherri Castle, & Timothy G. Ford. (2021). Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave. Early Childhood Education Journal. 50(7). 1221–1232. 20 indexed citations

13.

Ford, Timothy G., et al.. (2020). Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation. Review of Educational Research. 90(2). 264–307. 30 indexed citations

14.

Ford, Timothy G., et al.. (2020). Better integrating summative and formative goals in the design of next generation teacher evaluation systems. Education Policy Analysis Archives. 28. 63–63. 13 indexed citations

15.

Urick, Angela, Yan Liu, Timothy G. Ford, & Alison Wilson. (2019). Does instructional leadership mediate effects of student home resources on opportunity to learn and math reasoning skills? A cross-national comparison of 4 ^th grade students. International Journal of Leadership in Education. 24(6). 876–914. 7 indexed citations

16.

Abdelkarim, Ahmad, et al.. (2018). Advantages and Disadvantages of Problem-Based Learning from the Professional Perspective of Medical and Dental Faculty. 17(7). 1073–1079. 19 indexed citations

17.

Ford, Timothy G., Angela Urick, & Alison Wilson. (2018). Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction. Education Policy Analysis Archives. 26. 59–59. 33 indexed citations

18.

Urick, Angela, et al.. (2018). Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter. Educational Administration Quarterly. 54(3). 396–438. 19 indexed citations

19.

Ford, Timothy G.. (2018). Pointing teachers in the wrong direction: understanding Louisiana elementary teachers’ use of Compass high-stakes teacher evaluation data. Educational Assessment Evaluation and Accountability. 30(3). 251–283. 14 indexed citations

20.

Garvey, Kilian & Timothy G. Ford. (2014). Rationality, Political Orientation, and the Individualizing and Binding Moral Foundations. 5(1). 9–12. 18 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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