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.
Developing fundamental principles for teacher education programs and practices
2006675 citationsJohn Loughran, Tom Russell et al.profile →
Author Peers
Peers are selected by citation overlap in the author's most active subfields.
citations ·
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This map shows the geographic impact of Tom Russell'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 Tom Russell with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tom Russell more than expected).
This network shows the impact of papers produced by Tom Russell. 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 Tom Russell. The network helps show where Tom Russell may publish in the future.
Co-authorship network of co-authors of Tom Russell
This figure shows the co-authorship network connecting the top 25 collaborators of Tom Russell.
A scholar is included among the top collaborators of Tom Russell 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 Tom Russell. Tom Russell is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Russell, Tom. (2000). Using WebCT Technology To Foster Self-Study by Teacher Candidates after an Early Extended Practicum. American Educational Research Association Annual Meeting. 2000(1).4 indexed citations
10.
Russell, Tom. (1998). Why Doesn't Teacher Education Begin with Experience?.. Teacher education quarterly (Claremont, Calif.). 25(4). 49–54.7 indexed citations
11.
Munby, Hugh, et al.. (1997). Finding a voice while learning to teach.14 indexed citations
12.
Russell, Tom, et al.. (1996). Reforming Teacher Education: Making Sense of Our Past To Inform Our Future.. Teacher education quarterly (Claremont, Calif.). 23(3). 55–68.3 indexed citations
13.
Russell, Tom. (1993). A medium revisited: televised distance education. 727–735.2 indexed citations
14.
Russell, Tom. (1993). EMERGING AS A TEACHER (Editors: Robert V. Bullough, Jr., J. Gary Knowles, and Nedra A. Crow). McGill Journal of Education / Revue des sciences de l'éducation de McGill. 28(2).3 indexed citations
15.
Russell, Tom. (1993). Reflection-in-Action and the Development of Professional Expertise.. Teacher education quarterly (Claremont, Calif.). 20(1). 51–62.10 indexed citations
16.
Russell, Tom. (1992). Television's Indelible Impact on Distance Education: What We Should Have Learned from Comparative Research.. Research in Dance Education. 4(4). 2–4.26 indexed citations
17.
Russell, Tom. (1992). A Teacher Educator and His Students Reflect on Teaching High School Physics.. Teacher education quarterly (Claremont, Calif.). 22(3). 85–98.9 indexed citations
Russell, Tom. (1979). What Does Practice Teaching Teach. Education Canada. 19(1). 5.3 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.