Arthur W. Bangert

1.2k total citations
23 papers, 769 citations indexed

About

Arthur W. Bangert is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Arthur W. Bangert has authored 23 papers receiving a total of 769 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 5 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Arthur W. Bangert's work include Online and Blended Learning (9 papers), Teacher Education and Leadership Studies (6 papers) and Innovative Teaching and Learning Methods (5 papers). Arthur W. Bangert is often cited by papers focused on Online and Blended Learning (9 papers), Teacher Education and Leadership Studies (6 papers) and Innovative Teaching and Learning Methods (5 papers). Arthur W. Bangert collaborates with scholars based in United States, Pakistan and Malaysia. Arthur W. Bangert's co-authors include J. B. Arbaugh, Martha Cleveland‐Innes, Abdul Ghaffar, Sailesh Sharma, Muhammad Shujaat Mubarik, Sarah J. Halvorson, Janet Hanson and Florence V. Dunkel and has published in prestigious journals such as Journal of Learning Disabilities, The Internet and Higher Education and Journal of Counseling & Development.

In The Last Decade

Arthur W. Bangert

21 papers receiving 674 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Arthur W. Bangert United States 13 588 222 148 102 86 23 769
Danhui Zhang China 18 516 0.9× 130 0.6× 78 0.5× 115 1.1× 154 1.8× 35 793
Ah Choo Koo Malaysia 12 381 0.6× 148 0.7× 136 0.9× 43 0.4× 184 2.1× 53 666
Libby V. Morris United States 12 624 1.1× 169 0.8× 362 2.4× 93 0.9× 65 0.8× 70 907
Amanda Woods‐McConney Australia 13 567 1.0× 277 1.2× 27 0.2× 122 1.2× 65 0.8× 22 772
Ah Jeong Hong South Korea 11 349 0.6× 75 0.3× 145 1.0× 82 0.8× 199 2.3× 33 702
Steven R. Terrell United States 11 310 0.5× 152 0.7× 88 0.6× 66 0.6× 46 0.5× 32 586
Jieun Lim United States 11 474 0.8× 201 0.9× 216 1.5× 86 0.8× 123 1.4× 36 677
Karen Smith United Kingdom 14 535 0.9× 121 0.5× 73 0.5× 50 0.5× 85 1.0× 44 743
Ormond Simpson United Kingdom 14 789 1.3× 168 0.8× 310 2.1× 85 0.8× 116 1.3× 34 1.0k
Donata Francescato Italy 12 219 0.4× 154 0.7× 61 0.4× 68 0.7× 56 0.7× 27 519

Countries citing papers authored by Arthur W. Bangert

Since Specialization
Citations

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

Fields of papers citing papers by Arthur W. Bangert

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Arthur W. Bangert. 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 Arthur W. Bangert. The network helps show where Arthur W. Bangert may publish in the future.

Co-authorship network of co-authors of Arthur W. Bangert

This figure shows the co-authorship network connecting the top 25 collaborators of Arthur W. Bangert. A scholar is included among the top collaborators of Arthur W. Bangert 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 Arthur W. Bangert. Arthur W. Bangert 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.
2.
Bangert, Arthur W., et al.. (2020). Measuring Intellectual Capital in Schools in the Developing Country of Pakistan. International Journal of Learning and Development. 9(2). 1–1. 4 indexed citations
3.
Hanson, Janet, et al.. (2019). Measuring Organizational Citizenship Behaviors (OCB) in Secondary Schools in Pakistan and a Comparison with Factors of a School Growth Mindset Culture. International Journal of Learning and Development. 9(2). 83–83. 2 indexed citations
4.
Bangert, Arthur W., et al.. (2017). Measuring elementary teachers’ understanding of the NGSS framework: An instrument for planning and assessing professional development. The Electronic Journal of Science Education. 21(8). 20–45. 8 indexed citations
5.
Bangert, Arthur W., et al.. (2017). Exploring the Influence of Nature Relatedness and Perceived Science Knowledge on Proenvironmental Behavior. Education Sciences. 7(1). 17–17. 43 indexed citations
6.
Bangert, Arthur W., et al.. (2016). Investigating the Relationship between School Level and a School Growth Mindset. Journal of Educational Issues. 2(2). 203–203. 3 indexed citations
7.
Dunkel, Florence V., et al.. (2016). Women’s perceptions of health, quality of life, and malaria management in Kakamega County, Western Province, Kenya. GeoJournal. 82(4). 841–865. 1 indexed citations
8.
Bangert, Arthur W., et al.. (2016). A Validation Study of the What’s My School Mindset? Survey. Journal of Educational Issues. 2(2). 244–244. 6 indexed citations
9.
Bangert, Arthur W., et al.. (2016). Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education. Journal of Educational Issues. 2(2). 222–222. 15 indexed citations
10.
Bangert, Arthur W., et al.. (2011). The Development of an Instrument to Assess Preservice Teacher's Technological Pedagogical Content Knowledge. Journal of Educational Computing Research. 45(4). 415–431. 34 indexed citations
11.
Bangert, Arthur W.. (2008). The Development and Validation of the Student Evaluation of Online Teaching Effectiveness. Computers in the Schools. 25(1-2). 25–47. 49 indexed citations
12.
Bangert, Arthur W.. (2008). The influence of social presence and teaching presence on the quality of online critical inquiry. Journal of Computing in Higher Education. 20(1). 34–61. 91 indexed citations
13.
Bangert, Arthur W.. (2006). Identifying factors underlying the quality of online teaching effectiveness: An exploratory study. Journal of Computing in Higher Education. 17(2). 79–99. 49 indexed citations
14.
Bangert, Arthur W.. (2005). The Seven Principles of Effective Teaching. Nurse Educator. 30(5). 221–225. 20 indexed citations
15.
Bangert, Arthur W., et al.. (2005). Research and Statistical Techniques Used in theJournal of Counseling & Development: 1990-2001. Journal of Counseling & Development. 83(4). 480–487. 44 indexed citations
16.
Bangert, Arthur W.. (2004). The Seven Principles of Good Practice: A framework for evaluating on-line teaching. The Internet and Higher Education. 7(3). 217–232. 139 indexed citations
17.
Bangert, Arthur W., et al.. (2001). Linking Teacher Assessment to Student Performance: A Benchmarking, Generalizability, and Validity Study of the Use of Teacher Work Samples*. Journal of Personnel Evaluation in Education. 15(4). 287–307. 25 indexed citations
18.
Bangert, Arthur W., et al.. (2001). Connecting Teacher Performance to the Learning of All Students: Ethical Dimensions of Shared Responsibility.. 4 indexed citations
19.
Bangert, Arthur W.. (2001). Peer Assessment: A Win-Win Instructional Strategy for Both Students and Teachers.. 10(2). 77–84. 11 indexed citations
20.
Bangert, Arthur W., et al.. (1996). Research Designs and Statistical Techniques Used in the Journal of Learning Disabilities, 1989--1993. Journal of Learning Disabilities. 29(3). 313–316. 14 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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