Willis D. Copeland

759 total citations
30 papers, 589 citations indexed

About

Willis D. Copeland is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Willis D. Copeland has authored 30 papers receiving a total of 589 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Willis D. Copeland's work include Teacher Education and Leadership Studies (15 papers), Education and Technology Integration (6 papers) and Behavioral and Psychological Studies (6 papers). Willis D. Copeland is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Education and Technology Integration (6 papers) and Behavioral and Psychological Studies (6 papers). Willis D. Copeland collaborates with scholars based in United States. Willis D. Copeland's co-authors include Carrie Birmingham, Walter Doyle, Donald R. Atkinson, Norman J. Boyan, Brian Hansford, Robert B. Everhart, J.E. Kent, David Pratt and David Taylor and has published in prestigious journals such as Journal of Educational Psychology, American Educational Research Journal and Teaching and Teacher Education.

In The Last Decade

Willis D. Copeland

29 papers receiving 454 citations

Peers

Willis D. Copeland

EDUCA

DEP

SP

SPS

ECP

Linda Leonard Lamme United States

Denise Johnson United States

Marc Mahlios United States

Rosary Lalik United States

Ann McCormack Australia

Sue C. Wortham United States

Denise G. Meister United States

Joan P. Isenberg United States

M. B. Ormerod United Kingdom

Thomas J. Buttery United States

Linda Leonard Lamme United States

Willis D. Copeland

362 ×0.7

EDUCA

170 ×1.2

DEP

36 ×0.5

SP

86 ×1.3

SPS

22 ×0.8

ECP

Citations per year, relative to Willis D. Copeland Willis D. Copeland (= 1×) peers Linda Leonard Lamme

Countries citing papers authored by Willis D. Copeland

Since Specialization

Citations

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

Fields of papers citing papers by Willis D. Copeland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Willis D. Copeland. 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 Willis D. Copeland. The network helps show where Willis D. Copeland may publish in the future.

Co-authorship network of co-authors of Willis D. Copeland

This figure shows the co-authorship network connecting the top 25 collaborators of Willis D. Copeland. A scholar is included among the top collaborators of Willis D. Copeland 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 Willis D. Copeland. Willis D. Copeland 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

1.

Copeland, Willis D., et al.. (2002). The Use of Multi-Media, Web-based Technology to Prepare Tomorrow's Teachers Outline. 2002(1). 1638–1639. 1 indexed citations

2.

Copeland, Willis D., et al.. (1998). Indicators of development of practical theory in pre-service teacher education students. Teaching and Teacher Education. 14(5). 513–534. 7 indexed citations

3.

Copeland, Willis D., et al.. (1994). Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers. American Educational Research Journal. 31(1). 166–166. 2 indexed citations

4.

Copeland, Willis D., et al.. (1994). Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers. American Educational Research Journal. 31(1). 166–196. 68 indexed citations

5.

Copeland, Willis D., et al.. (1993). The reflective practitioner in teaching: Toward a research agenda. Teaching and Teacher Education. 9(4). 347–359. 118 indexed citations

6.

Copeland, Willis D.. (1991). Microcomputers and Teaching Actions in the Context of Historical Inquiry. Journal of Educational Computing Research. 7(4). 421–454. 1 indexed citations

7.

Copeland, Willis D.. (1987). Classroom Management and Student Teachers’ Cognitive Abilities: A Relationship. American Educational Research Journal. 24(2). 219–236. 11 indexed citations

8.

Copeland, Willis D.. (1985). Teaching Students to "Do" History: The Teacher and the Computer in Partnership. The History Teacher. 18(2). 189–189. 2 indexed citations

9.

Copeland, Willis D., et al.. (1985). Critical Thinking in the Secondary School: the Arms Race as a Focus for Study. Bulletin of Science Technology & Society. 5(4). 321–321. 1 indexed citations

10.

Copeland, Willis D.. (1984). Creating a Historian's Microworld.. 5(3). 48. 2 indexed citations

11.

Copeland, Willis D.. (1982). Student Teachers' Preference for Supervisory Approach. Journal of Teacher Education. 33(2). 32–36. 26 indexed citations

12.

Copeland, Willis D.. (1980). Teaching-Learning Behaviors and the Demands of the Classroom Environment. The Elementary School Journal. 80(4). 163–177. 16 indexed citations

13.

Copeland, Willis D.. (1980). Affective Dispositions of Teachers in Training toward Examples of Supervisory Behavior. The Journal of Educational Research. 74(1). 37–42. 20 indexed citations

14.

Copeland, Willis D.. (1979). Student teachers and cooperating teachers: An ecological relationship. Theory Into Practice. 18(3). 194–199. 46 indexed citations

15.

Copeland, Willis D. & Donald R. Atkinson. (1978). A Prestigious Introduction, Professional Jargon, and Perceived Supervisor Credibility and Utility.. College student journal. 12(4). 2 indexed citations

16.

Copeland, Willis D.. (1978). Processes mediating the relationship between cooperating-teacher behavior and student-teacher classroom performance.. Journal of Educational Psychology. 70(1). 95–100. 18 indexed citations

17.

Copeland, Willis D. & Donald R. Atkinson. (1978). Student Teachers’ Perceptions of Directive and Nondirective Supervisory Behavior. The Journal of Educational Research. 71(3). 123–127. 15 indexed citations

18.

Copeland, Willis D.. (1977). The Nature of the Relationship Between Cooperating Teacher Behavior and Student Teacher Classroom Performance.. 2 indexed citations

19.

Copeland, Willis D.. (1975). The Relationship between Microteaching and Student Teacher Classroom Performance¹. The Journal of Educational Research. 68(8). 289–293. 36 indexed citations

20.

Copeland, Willis D. & Walter Doyle. (1973). Laboratory Skill Training and Student Teacher Classroom Performance. The Journal of Experimental Education. 42(1). 16–21. 29 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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