D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 37 Citations 10,782 95 World Ranking 3385 National Ranking 1730

Overview

What is he best known for?

The fields of study he is best known for:

  • Pedagogy
  • Mathematics education
  • Curriculum

Geoffrey D. Borman mostly deals with Academic achievement, Mathematics education, Meta-analysis, Student achievement and Pedagogy. His study in Self-esteem extends to Academic achievement with its themes. His Mathematics education research is multidisciplinary, incorporating perspectives in Multilevel model, Program evaluation and Reading.

Geoffrey D. Borman has researched Multilevel model in several fields, including Research design and Literacy. Many of his research projects under Pedagogy are closely connected to Social class, Family characteristics and Publication with Social class, Family characteristics and Publication, tying the diverse disciplines of science together. The concepts of his Comprehensive school study are interwoven with issues in Corporate social responsibility, Educational research, Control, Set and Poverty.

His most cited work include:

  • Comprehensive School Reform and Achievement: A Meta-Analysis (613 citations)
  • Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research: (556 citations)
  • Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (244 citations)

What are the main themes of his work throughout his whole career to date?

His primary areas of investigation include Mathematics education, Academic achievement, Social psychology, Reading and Program evaluation. His Mathematics education research is multidisciplinary, incorporating elements of Developmental psychology, Pedagogy, Literacy and Multilevel model. Geoffrey D. Borman combines subjects such as Educational research and Compensatory education with his study of Academic achievement.

In the subject of general Social psychology, his work in Stereotype threat, Self-concept, Self-affirmation and Self-esteem is often linked to Racial differences, thereby combining diverse domains of study. His study in the field of Phonics and Summer learning loss also crosses realms of Cluster randomised controlled trial and Fidelity. His Program evaluation research also works with subjects such as

  • Test, which have a strong connection to Reading comprehension, Basic skills and Curriculum,
  • Achievement test and related Medical education.

He most often published in these fields:

  • Mathematics education (46.88%)
  • Academic achievement (34.38%)
  • Social psychology (16.67%)

What were the highlights of his more recent work (between 2014-2021)?

  • Mathematics education (46.88%)
  • Self-affirmation (9.38%)
  • Social psychology (16.67%)

In recent papers he was focusing on the following fields of study:

Geoffrey D. Borman mainly investigates Mathematics education, Self-affirmation, Social psychology, Academic achievement and Self-concept. As part of one scientific family, Geoffrey D. Borman deals mainly with the area of Mathematics education, narrowing it down to issues related to the Reading, and often Multilevel model. In Self-affirmation, Geoffrey D. Borman works on issues like Scale, which are connected to Replication and Self-esteem.

His work on Stereotype threat as part of general Social psychology study is frequently connected to Mismatch theory, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them. His Academic achievement research is included under the broader classification of Developmental psychology. His research in Self-concept tackles topics such as Applied psychology which are related to areas like Narrative therapy.

Between 2014 and 2021, his most popular works were:

  • New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications. (41 citations)
  • An Effort to Close Achievement Gaps at Scale through Self-Affirmation. (33 citations)
  • Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation: (18 citations)

In his most recent research, the most cited papers focused on:

  • Pedagogy
  • Curriculum
  • Social psychology

His primary areas of study are Social psychology, Context, Self-concept, Self-affirmation and Stereotype threat. His Social psychology research includes themes of Poverty, Disadvantage, Higher education and Face. His research in Standardized test focuses on subjects like Self-esteem, which are connected to Mathematics education.

His research combines Professional development and Mathematics education. His Scale research focuses on Replication and how it connects with Academic achievement. His Academic achievement study results in a more complete grasp of Developmental psychology.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Comprehensive School Reform and Achievement: A Meta-Analysis

Geoffrey D. Borman;Gina M. Hewes;Laura T. Overman;Shelly Brown.
Review of Educational Research (2003)

1675 Citations

Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research:

Geoffrey D. Borman;N. Maritza Dowling.
Review of Educational Research (2008)

1567 Citations

Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027.

Michael L. Kamil;Geoffrey D. Borman;Janice Dole;Cathleen C. Kral.
National Center for Education Evaluation and Regional Assistance (2008)

645 Citations

Academic Resilience in Mathematics among Poor and Minority Students.

Geoffrey D. Borman;Laura T. Overman.
Elementary School Journal (2004)

589 Citations

Schools and Inequality: A Multilevel Analysis of Coleman's Equality of Educational Opportunity Data.

Geoffrey D. Borman;Maritza Dowling.
Teachers College Record (2010)

438 Citations

Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?

Geoffrey D. Borman;Steven M. Kimball.
Elementary School Journal (2005)

427 Citations

A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement:

Deven Carlson;Geoffrey D. Borman;Michelle Robinson.
Educational Evaluation and Policy Analysis (2011)

316 Citations

Title I and Student Achievement: A Meta-Analysis of Federal Evaluation Results:

Geoffrey D. Borman;Jerome V. D’Agostino.
Educational Evaluation and Policy Analysis (1996)

314 Citations

Final Reading Outcomes of the National Randomized Field Trial of Success for All

Geoffrey D. Borman;Robert E. Slavin;Alan C. K. Cheung;Anne M. Chamberlain.
American Educational Research Journal (2007)

305 Citations

The Long-Term Effects and Cost-Effectiveness of Success for All

Geoffrey D. Borman;Gina M. Hewes.
Educational Evaluation and Policy Analysis (2002)

295 Citations

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