Tricia Niesz

634 total citations
25 papers, 364 citations indexed

About

Tricia Niesz is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Tricia Niesz has authored 25 papers receiving a total of 364 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 13 papers in Sociology and Political Science and 4 papers in Political Science and International Relations. Recurrent topics in Tricia Niesz's work include Critical Race Theory in Education (7 papers), Educator Training and Historical Pedagogy (7 papers) and Teacher Education and Leadership Studies (7 papers). Tricia Niesz is often cited by papers focused on Critical Race Theory in Education (7 papers), Educator Training and Historical Pedagogy (7 papers) and Teacher Education and Leadership Studies (7 papers). Tricia Niesz collaborates with scholars based in United States and India. Tricia Niesz's co-authors include Katherine Schultz, Lynn C. Koch, Joanne M. Arhar, Michele S. Moses, Kenneth R. Howe, Phillip D. Rumrill, Melody Tankersley, Bryan G. Cook, Helen Featherstone and William Kist and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Educational Research Journal and Teaching and Teacher Education.

In The Last Decade

Tricia Niesz

24 papers receiving 322 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tricia Niesz United States	11	218	143	43	27	27	25	364
Nina Bascia Canada	11	441 2.0×	113 0.8×	52 1.2×	15 0.6×	25 0.9×	34	570
Anthea Rose United Kingdom	10	265 1.2×	134 0.9×	44 1.0×	59 2.2×	12 0.4×	22	455
Marion Bowl United Kingdom	11	420 1.9×	93 0.7×	114 2.7×	19 0.7×	19 0.7×	31	558
Veronica McGivney United Kingdom	10	339 1.6×	124 0.9×	54 1.3×	19 0.7×	47 1.7×	34	510
Giancarlo Gasperoni Italy	7	244 1.1×	137 1.0×	42 1.0×	21 0.8×	14 0.5×	38	392
Yvonne Leeman Netherlands	15	508 2.3×	166 1.2×	58 1.3×	21 0.8×	65 2.4×	51	628
Duncan Waite United States	12	254 1.2×	114 0.8×	36 0.8×	27 1.0×	19 0.7×	48	388
Peter Rule South Africa	9	148 0.7×	87 0.6×	30 0.7×	24 0.9×	9 0.3×	25	311
Peter Magolda United States	12	220 1.0×	117 0.8×	46 1.1×	22 0.8×	9 0.3×	40	380
Justine Mercer United Kingdom	8	214 1.0×	153 1.1×	66 1.5×	21 0.8×	16 0.6×	11	431

Countries citing papers authored by Tricia Niesz

Since Specialization

Citations

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

Fields of papers citing papers by Tricia Niesz

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tricia Niesz

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

Niesz, Tricia. (2020). Activist Educators and the Production, Circulation, and Impact of Social Movement Knowledge. Open Collections. 12(7). 7 indexed citations

Kruse, Sharon D., et al.. (2020). “Facebook Me”: The Potential of Student Teachers’ Online Communities of Practice in Learning to Teach. SHILAP Revista de lepidopterología. 8(2). 62–62.

Niesz, Tricia. (2019). Social Movement Knowledge and Anthropology of Education. Anthropology & Education Quarterly. 50(2). 223–234. 6 indexed citations

Niesz, Tricia, et al.. (2018). Teacher ownership versus scaling up system-wide educational change: the case of Activity Based Learning in South India. Educational Research for Policy and Practice. 17(3). 209–222. 10 indexed citations

Niesz, Tricia. (2018). When teachers become activists. Phi Delta Kappan. 99(8). 25–29. 9 indexed citations

Niesz, Tricia, et al.. (2015). Refugee Children’s Adaptation to American Early Childhood Classrooms: A Narrative Inquiry. The Qualitative Report. 73 indexed citations

Koch, Lynn C., et al.. (2013). Understanding and Reporting Qualitative Research. Rehabilitation Counseling Bulletin. 57(3). 131–143. 25 indexed citations

Arhar, Joanne M., et al.. (2013). Creating a ‘third space’ in the context of a university–school partnership: supporting teacher action research and the research preparation of doctoral students. Educational Action Research. 21(2). 218–236. 37 indexed citations

Niesz, Tricia, et al.. (2012). Bureaucratic activism and radical school change in Tamil Nadu, India. Journal of Educational Change. 14(1). 29–50. 12 indexed citations

10.

Niesz, Tricia. (2010). “That School Had Become All About Show”: Image Making and the Ironies of Constructing a Good Urban School. Urban Education. 45(3). 371–393. 10 indexed citations

11.

Niesz, Tricia. (2009). Chasms and bridges: Generativity in the space between educators' communities of practice. Teaching and Teacher Education. 26(1). 37–44. 35 indexed citations

12.

Niesz, Tricia, Lynn C. Koch, & Phillip D. Rumrill. (2008). The empowerment of people with disabilities through qualitative research. Work. 31(1). 113–125. 9 indexed citations

13.

Tankersley, Melody, et al.. (2007). The Unintended Side Effects of Inclusion of Students with Learning Disabilities: The Perspectives of Special Education Teachers. 14(3). 135–144. 3 indexed citations

14.

Niesz, Tricia. (2007). Why Teacher Networks (Can) Work. Phi Delta Kappan. 88(8). 605–610. 18 indexed citations

15.

Niesz, Tricia. (2006). Beneath the Surface: Teacher Subjectivities and the Appropriation of Critical Pedagogies. Equity & Excellence in Education. 39(4). 335–344. 18 indexed citations

16.

Schultz, Katherine, et al.. (2005). Authoring “Race”: Writing Truth and Fiction after School. The Urban Review. 37(5). 469–489. 8 indexed citations

17.

Schultz, Katherine, et al.. (2000). Democratizing conversations: Discourses of 'race' in a post-desegregated middle school. American Educational Research Journal. 37(1). 2 indexed citations

18.

Schultz, Katherine, et al.. (2000). Democratizing Conversations: Racialized Talk in a Post-Desegregated Middle School. American Educational Research Journal. 37(1). 33–65. 29 indexed citations

19.

Moses, Michele S., Kenneth R. Howe, & Tricia Niesz. (1999). The Pipeline and Student Perceptions of Schooling: Good News and Bad News. Educational Policy. 13(4). 573–591. 12 indexed citations

20.

Featherstone, Helen, et al.. (1993). THE SCARY PART IS THAT IT HAPPENS WITHOUT US KNOWING. 1 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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