Anne Estapa

822 total citations
23 papers, 535 citations indexed

About

Anne Estapa is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Anne Estapa has authored 23 papers receiving a total of 535 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 5 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in Anne Estapa's work include Education and Technology Integration (7 papers), Mathematics Education and Teaching Techniques (7 papers) and Teacher Education and Leadership Studies (6 papers). Anne Estapa is often cited by papers focused on Education and Technology Integration (7 papers), Mathematics Education and Teaching Techniques (7 papers) and Teacher Education and Leadership Studies (6 papers). Anne Estapa collaborates with scholars based in United States. Anne Estapa's co-authors include Larysa Nadolny, Kristina Tank, Julie M. Amador, Karl W. Kosko, Zandra de Araujo, Kathryn B. Chval, Amy Hutchison, Delinda van Garderen, Fran Arbaugh and John K. Lannin and has published in prestigious journals such as The Elementary School Journal, International Journal of STEM Education and School Science and Mathematics.

In The Last Decade

Anne Estapa

22 papers receiving 499 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Anne Estapa United States	12	339	121	113	93	67	23	535
Veli Batdı Türkiye	14	353 1.0×	111 0.9×	113 1.0×	68 0.7×	54 0.8×	71	569
Louise Yarnall United States	13	262 0.8×	145 1.2×	164 1.5×	46 0.5×	45 0.7×	30	590
Kan Kan Chan Macao	8	138 0.4×	89 0.7×	127 1.1×	81 0.9×	37 0.6×	19	318
Jeremy V. Ernst United States	12	220 0.6×	133 1.1×	81 0.7×	46 0.5×	26 0.4×	83	471
Hsien-Sheng Hsiao Taiwan	11	201 0.6×	163 1.3×	108 1.0×	65 0.7×	62 0.9×	17	469
Chiu-Pin Lin Taiwan	11	218 0.6×	216 1.8×	186 1.6×	42 0.5×	32 0.5×	31	428
Philip Vahey United States	9	198 0.6×	84 0.7×	153 1.4×	24 0.3×	14 0.2×	20	358
Mustafa Fidan Türkiye	11	329 1.0×	107 0.9×	211 1.9×	169 1.8×	94 1.4×	34	674
Hsien‐Sheng Hsiao Taiwan	11	149 0.4×	138 1.1×	89 0.8×	35 0.4×	74 1.1×	23	393
Ming‐Puu Chen Taiwan	7	199 0.6×	400 3.3×	140 1.2×	46 0.5×	42 0.6×	26	590

Countries citing papers authored by Anne Estapa

Since Specialization

Citations

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

Fields of papers citing papers by Anne Estapa

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anne Estapa

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

King, Seth, et al.. (2022). An Automated Virtual Reality Training System for Teacher-Student Interaction: A Randomized Controlled Trial. JMIR Serious Games. 10(4). e41097–e41097. 22 indexed citations

Amador, Julie M., et al.. (2021). Prospective teachers’ appraisals of technology platforms: comparing perception and complexity. Technology Pedagogy and Education. 30(3). 473–489. 4 indexed citations

Estapa, Anne & Julie M. Amador. (2021). A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Mathematics Education Research Journal. 35(1). 105–131. 11 indexed citations

Tank, Kristina, et al.. (2020). Analysis of elements that support implementation of high‐quality engineering design within the elementary classroom. School Science and Mathematics. 120(7). 379–390. 5 indexed citations

Amador, Julie M., et al.. (2019). Prospective teachers’ noticing and mathematical decisions to respond: using technology to approximate practice. International Journal of Mathematical Education in Science and Technology. 52(1). 3–22. 16 indexed citations

Estapa, Anne, Amy Hutchison, & Larysa Nadolny. (2018). Recommendations to Support Computational Thinking in the Elementary Classroom.. Technology and Engineering Teacher. 77(4). 25–29. 7 indexed citations

Kosko, Karl W., et al.. (2018). Preservice Teachers’ Questioning:Comparing Platforms for Practice-Based Teacher Education. The Journal of Technology and Teacher Education. 26(1). 149–172. 7 indexed citations

Raman, D. Raj, Monica H. Lamm, Sriram Sundararajan, Kristina Tank, & Anne Estapa. (2018). Board # 109 :Baby Steps toward Meeting Engineering-rich Science Standards: Approaches and Results from a Short "What is Engineering?" Course for K-5 Pre-service Teachers (Work in Progress).

Estapa, Anne, et al.. (2017). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education. 21(4). 387–415. 33 indexed citations

10.

Amador, Julie M., et al.. (2017). Eliciting and Analyzing Preservice Teachers' Mathematical Noticing. 5(2). 158–177. 25 indexed citations

11.

Tank, Kristina, D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, & Anne Estapa. (2017). Engineering Encounters: Teaching Educators About Engineering. Science and Children. 55(1). 74–79. 1 indexed citations

12.

Amador, Julie M., et al.. (2016). Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing. The Journal of Technology and Teacher Education. 24(2). 127–151. 15 indexed citations

13.

Estapa, Anne & Julie M. Amador. (2016). Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing. The Journal of Technology and Teacher Education. 24(3). 281–307. 10 indexed citations

14.

Estapa, Anne, et al.. (2016). Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners. The New Educator. 12(1). 85–104. 20 indexed citations

15.

Estapa, Anne & Larysa Nadolny. (2015). The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation.. Journal of STEM education. 16(3). 40–48. 137 indexed citations

16.

Araujo, Zandra de, et al.. (2015). Animating Preservice Teachers' Noticing. Mathematics teacher education and development. 17(2). 25–44. 23 indexed citations

17.

Hutchison, Amy, Larysa Nadolny, & Anne Estapa. (2015). Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy. The Reading Teacher. 69(5). 493–503. 22 indexed citations

18.

Reys, Bárbara J., Robert E. Reys, & Anne Estapa. (2013). Doceamus: an update on jbs for doctorates in mathematics education. Notices of the American Mathematical Society. 60(4). 470–473. 1 indexed citations

19.

Reys, Robert E., Bárbara J. Reys, & Anne Estapa. (2013). Doceamus: An Update on Jobs for Doctorates in Mathematics Education at Institutions of Higher Education in the United States. Notices of the American Mathematical Society. 60(4). 1–1. 3 indexed citations

20.

Chval, Kathryn B., et al.. (2010). The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity. The Elementary School Journal. 111(1). 191–216. 60 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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