Tricia Browne‐Ferrigno

1.2k total citations
45 papers, 704 citations indexed

About

Tricia Browne‐Ferrigno is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Tricia Browne‐Ferrigno has authored 45 papers receiving a total of 704 indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 8 papers in Developmental and Educational Psychology and 7 papers in Information Systems and Management. Recurrent topics in Tricia Browne‐Ferrigno's work include Teacher Education and Leadership Studies (25 papers), Collaborative Teaching and Inclusion (13 papers) and Reflective Practices in Education (7 papers). Tricia Browne‐Ferrigno is often cited by papers focused on Teacher Education and Leadership Studies (25 papers), Collaborative Teaching and Inclusion (13 papers) and Reflective Practices in Education (7 papers). Tricia Browne‐Ferrigno collaborates with scholars based in United States. Tricia Browne‐Ferrigno's co-authors include Rodney Muth, Lars G. Björk, Lawrence W. Allen, Theodore J. Kowalski, Bonnie C. Fusarelli, Chih-Hsuan Wang, Linda Searby, Jane McEldowney Jensen, Carol A. Mullen and Alan R. Shoho and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Administration Quarterly and Journal of Positive Behavior Interventions.

In The Last Decade

Tricia Browne‐Ferrigno

43 papers receiving 531 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tricia Browne‐Ferrigno United States	12	586	91	91	83	49	45	704
Donald G. Hackmann United States	13	444 0.8×	56 0.6×	38 0.4×	80 1.0×	38 0.8×	65	556
Peggy C. Kirby United States	10	383 0.7×	73 0.8×	64 0.7×	72 0.9×	16 0.3×	30	536
Mike Coldwell United Kingdom	12	367 0.6×	67 0.7×	86 0.9×	33 0.4×	15 0.3×	33	492
Eleanor Drago‐Severson United States	11	493 0.8×	58 0.6×	99 1.1×	64 0.8×	9 0.2×	46	592
Penny Bender Sebring United States	7	880 1.5×	250 2.7×	130 1.4×	61 0.7×	27 0.6×	18	1.0k
Hugh Sockett United States	15	618 1.1×	72 0.8×	59 0.6×	55 0.7×	20 0.4×	35	767
Christopher R. Gareis United States	11	533 0.9×	63 0.7×	88 1.0×	112 1.3×	7 0.1×	19	668
Neil Dempster Australia	14	400 0.7×	68 0.7×	66 0.7×	49 0.6×	7 0.1×	51	489
Chloé Meredith Belgium	9	445 0.8×	44 0.5×	128 1.4×	77 0.9×	9 0.2×	9	604
Scott C. Bauer United States	13	459 0.8×	58 0.6×	55 0.6×	124 1.5×	10 0.2×	37	648

Countries citing papers authored by Tricia Browne‐Ferrigno

Since Specialization

Citations

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

Fields of papers citing papers by Tricia Browne‐Ferrigno

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tricia Browne‐Ferrigno. 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 Tricia Browne‐Ferrigno. The network helps show where Tricia Browne‐Ferrigno may publish in the future.

Co-authorship network of co-authors of Tricia Browne‐Ferrigno

This figure shows the co-authorship network connecting the top 25 collaborators of Tricia Browne‐Ferrigno. A scholar is included among the top collaborators of Tricia Browne‐Ferrigno 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 Tricia Browne‐Ferrigno. Tricia Browne‐Ferrigno 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

Mullen, Carol A. & Tricia Browne‐Ferrigno. (2018). Teacher Leadership and Teaming: Creativity within Schools in China. DergiPark (Istanbul University). 3(2). 231–255. 7 indexed citations

Björk, Lars G. & Tricia Browne‐Ferrigno. (2016). International Perspectives on the Micropolitics of the Superintendency. DergiPark (Istanbul University). 1(1). 121–156. 3 indexed citations

Björk, Lars G. & Tricia Browne‐Ferrigno. (2016). Parent-school involvement in Nordic countries: a cross-national comparison. International Journal of Pedagogies and Learning. 11(2). 103–117. 8 indexed citations

Browne‐Ferrigno, Tricia. (2016). Developing and Empowering Leaders for Collective School Leadership. Journal of Research on Leadership Education. 11(2). 151–157. 6 indexed citations

Björk, Lars G. & Tricia Browne‐Ferrigno. (2014). Introduction: International Perspectives on Educational Reform and Superintendent Leadership. Leadership and Policy in Schools. 13(4). 357–361. 5 indexed citations

Björk, Lars G., Theodore J. Kowalski, & Tricia Browne‐Ferrigno. (2014). The School District Superintendent in the United States of America. 8 indexed citations

Muth, Rodney, et al.. (2013). Using Teacher Instructional Leadership as a Predictor of Principal Leadership. Journal of School Leadership. 23(1). 122–151. 3 indexed citations

Browne‐Ferrigno, Tricia & Rodney Muth. (2012). Call for Research on Candidates in Leadership Preparation Programs.. Planning and changing. 43. 10–24. 3 indexed citations

Browne‐Ferrigno, Tricia & Jane McEldowney Jensen. (2012). Preparing Ed.D. Students to Conduct Group Dissertations. Innovative Higher Education. 37(5). 407–421. 13 indexed citations

10.

Risku, Mika, Lars G. Björk, & Tricia Browne‐Ferrigno. (2012). School—Parent Relations in Finland. 33(1). 48–71. 5 indexed citations

11.

Browne‐Ferrigno, Tricia & Rodney Muth. (2008). Recruitment and Retention of Quality Principals: Essential for Successful Schools.. 20. 19–45. 7 indexed citations

12.

Mullen, Carol A., et al.. (2008). Democratically Accountable Leadership: Tensions, Overlaps, and Principles in Action. Journal of School Leadership. 18(2). 224–248. 8 indexed citations

13.

Browne‐Ferrigno, Tricia & Lawrence W. Allen. (2006). Preparing Principals for High-Need Rural Schools: A Central Office Perspective about Collaborative Efforts to Transform School Leadership.. Journal of Research in Rural Education. 21(1). 1–16. 43 indexed citations

14.

Browne‐Ferrigno, Tricia, et al.. (2005). Meeting the Learning Needs of Students: A Rural High-Need School District’s Systemic Leadership Development Initiative. The rural educator. 26(3). 5–18. 11 indexed citations

15.

Browne‐Ferrigno, Tricia, et al.. (2005). An Exploration of Online Peer Interaction among Preparing School Leaders.. 17. 101–114. 1 indexed citations

16.

Browne‐Ferrigno, Tricia, et al.. (2005). Training Principals to Ensure Access to Equitable Learning Opportunities in a High-Need Rural School District. Educational Considerations. 33(1). 4 indexed citations

17.

Browne‐Ferrigno, Tricia & Rodney Muth. (2004). On Being a Cohort Leader: Curriculum Integration, Program Coherence, and Shared Responsibility.. 16. 77–95. 8 indexed citations

18.

Browne‐Ferrigno, Tricia. (2003). Becoming a Principal: Role Conception, Initial Socialization, Role-Identity Transformation, Purposeful Engagement. Educational Administration Quarterly. 39(4). 468–503. 162 indexed citations

19.

Browne‐Ferrigno, Tricia. (2001). Preparing School Leaders: Case Study Summary and Implications.. 2 indexed citations

20.

Browne‐Ferrigno, Tricia & Rodney Muth. (2001). Becoming a Principal: Role Transformation through Clinical Practice.. 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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