Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
Impact in
- Education 381
Classified as
- Journal
- Child Development
In The Last Decade
doi.org/10.1111/cdev.12184 →Countries where authors are citing Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
This map shows the geographic impact of Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development. 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 Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development more than expected).
Fields of papers citing Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
This network shows the impact of Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development.
About Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
This paper, published in 2013, received 437 indexed citations . Written by Bridget K. Hamre, Bridget E. Hatfield, Robert C. Pianta and Faiza M. Jamil covering the research area of Education. It is primarily cited by scholars working on Education (381 citations), Developmental and Educational Psychology (134 citations), Clinical Psychology (126 citations), Social Psychology (29 citations) and Sociology and Political Science (27 citations). Published in Child Development.
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.
This paper is also available at doi.org/10.1111/cdev.12184.