Adina Shamir

1.7k total citations
45 papers, 1.2k citations indexed

About

Adina Shamir is a scholar working on Developmental and Educational Psychology, Education and Human Factors and Ergonomics. According to data from OpenAlex, Adina Shamir has authored 45 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Developmental and Educational Psychology, 31 papers in Education and 11 papers in Human Factors and Ergonomics. Recurrent topics in Adina Shamir's work include Reading and Literacy Development (23 papers), Child Development and Digital Technology (22 papers) and Educational and Psychological Assessments (11 papers). Adina Shamir is often cited by papers focused on Reading and Literacy Development (23 papers), Child Development and Digital Technology (22 papers) and Educational and Psychological Assessments (11 papers). Adina Shamir collaborates with scholars based in Israel, United States and Netherlands. Adina Shamir's co-authors include Ofra Korat, David Tzuriel, Pnina S. Klein, Sigal Eden, Michal Zion, Zemira R. Mevarech, Malka Margalit, Steven B. Silvern, Eli Vakil and Gerhard Büttner and has published in prestigious journals such as Computers & Education, Teachers College Record The Voice of Scholarship in Education and British Journal of Educational Psychology.

In The Last Decade

Adina Shamir

44 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Adina Shamir Israel 22 851 666 393 107 103 45 1.2k
Maria T. de Jong Netherlands 10 1.5k 1.8× 1.3k 2.0× 411 1.0× 125 1.2× 92 0.9× 13 1.9k
Ofra Korat Israel 28 1.7k 2.0× 1.2k 1.8× 757 1.9× 212 2.0× 181 1.8× 55 2.1k
Sean J. Smith United States 21 706 0.8× 274 0.4× 140 0.4× 24 0.2× 24 0.2× 99 1.2k
Ted S. Hasselbring United States 19 645 0.8× 526 0.8× 97 0.2× 52 0.5× 18 0.2× 70 1.1k
Gina Biancarosa United States 17 667 0.8× 830 1.2× 117 0.3× 19 0.2× 44 0.4× 40 1.2k
Cynthia M. Okolo United States 20 606 0.7× 445 0.7× 62 0.2× 26 0.2× 31 0.3× 48 1.1k
Valeska Grau Chile 12 792 0.9× 951 1.4× 152 0.4× 21 0.2× 19 0.2× 40 1.4k
Youngju Lee United States 9 780 0.9× 286 0.4× 188 0.5× 80 0.7× 41 0.4× 23 1.1k
Bridget Dalton United States 16 498 0.6× 429 0.6× 105 0.3× 23 0.2× 16 0.2× 32 963
Sharon Walpole United States 18 929 1.1× 887 1.3× 76 0.2× 14 0.1× 56 0.5× 33 1.2k

Countries citing papers authored by Adina Shamir

Since Specialization
Citations

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

Fields of papers citing papers by Adina Shamir

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Adina Shamir

This figure shows the co-authorship network connecting the top 25 collaborators of Adina Shamir. A scholar is included among the top collaborators of Adina Shamir 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 Adina Shamir. Adina Shamir is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Shamir, Adina, et al.. (2022). Promoting Spatial Language and Ability Among SLD Children: Can Robot Programming Make a Difference?. Journal of Educational Computing Research. 60(7). 1742–1762. 6 indexed citations
2.
Shamir, Adina, et al.. (2022). A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence. Communication Disorders Quarterly. 45(1). 32–41. 2 indexed citations
3.
Shamir, Adina, et al.. (2021). Robot programming intervention for promoting spatial relations, mental rotation and visual memory of kindergarten children. Journal of Research on Technology in Education. 54(3). 345–358. 21 indexed citations
4.
Eden, Sigal, et al.. (2019). Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder. Journal of Cognitive Education and Psychology. 18(2). 131–159. 12 indexed citations
5.
Shamir, Adina, et al.. (2018). Electronic Book for Promoting Emergent Math: A Comparison Between Kindergarteners at Risk for Learning Disabilities and With Typical Development. Journal of Educational Computing Research. 57(4). 954–977. 11 indexed citations
6.
Shamir, Adina, et al.. (2018). E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference?. Journal of Cognitive Education and Psychology. 17(2). 164–177. 6 indexed citations
7.
Shamir, Adina, et al.. (2017). The Impact of Metacognitive Skills Training on the Reduction of Academic Procrastination and Test Anxiety. 14(1). 89–102. 2 indexed citations
8.
Shamir, Adina, et al.. (2017). Educational electronic book activity supports language retention among children at risk for learning disabilities. Education and Information Technologies. 23(3). 1231–1252. 14 indexed citations
9.
Shamir, Adina. (2013). Cognitive Education in the Digital Age: Bridging the Gap Between Theory and Practice. Journal of Cognitive Education and Psychology. 12(1). 96–107. 2 indexed citations
10.
11.
Shamir, Adina, et al.. (2012). E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference?. European Journal of Special Needs Education. 28(1). 33–48. 21 indexed citations
12.
Korat, Ofra & Adina Shamir. (2012). Direct and Indirect Teaching: Using e-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children. Journal of Educational Computing Research. 46(2). 135–152. 64 indexed citations
13.
Fuchs, Douglas, Lynn S. Fuchs, Adina Shamir, et al.. (2011). Peer mediation: A means of differentiating classroom instruction. 362–372. 2 indexed citations
14.
Korat, Ofra, et al.. (2010). E-books as support for emergent writing with and without adult assistance. Education and Information Technologies. 16(3). 301–318. 28 indexed citations
15.
Korat, Ofra, et al.. (2009). Reading electronic and printed books with and without adult instruction: effects on emergent reading. Reading and Writing. 23(8). 913–930. 83 indexed citations
16.
Shamir, Adina, et al.. (2008). The assessment of meta-cognition in different contexts: individualized vs. peer assisted learning. Metacognition and Learning. 4(1). 47–61. 31 indexed citations
17.
Shamir, Adina, et al.. (2007). Computer-Supported Collaborative Learning: Cognitive Effects of a Peer Mediation Intervention. Journal of Cognitive Education and Psychology. 6(3). 373–394. 14 indexed citations
18.
Tzuriel, David & Adina Shamir. (2006). The effects of Peer Mediation with Young Children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology. 77(1). 143–165. 37 indexed citations
19.
Shamir, Adina, et al.. (2006). Peer Mediation. School Psychology International. 27(2). 209–231. 23 indexed citations
20.
Shamir, Adina. (2005). Mediational Teaching Style and Peer Mediation among Junior High School Students. Education and Society. 23(2). 63–82. 4 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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