Billie Eilam

1.5k total citations
47 papers, 880 citations indexed

About

Billie Eilam is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Billie Eilam has authored 47 papers receiving a total of 880 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 21 papers in Developmental and Educational Psychology and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Billie Eilam's work include Innovative Teaching and Learning Methods (16 papers), Teacher Education and Leadership Studies (9 papers) and Educational Strategies and Epistemologies (7 papers). Billie Eilam is often cited by papers focused on Innovative Teaching and Learning Methods (16 papers), Teacher Education and Leadership Studies (9 papers) and Educational Strategies and Epistemologies (7 papers). Billie Eilam collaborates with scholars based in Israel, United Kingdom and Russia. Billie Eilam's co-authors include Hava E. Vidergor, Miriam Reiner, Mitchell J. Nathan, Moshe Zeidner, John K. Gilbert, Miriam Ben‐Peretz, Sarit Barzilai, Uri Alon, Paul Miller and Alan J. Wecker and has published in prestigious journals such as American Educational Research Journal, Teaching and Teacher Education and Journal of Research in Science Teaching.

In The Last Decade

Billie Eilam

43 papers receiving 789 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Billie Eilam Israel 18 575 334 177 140 92 47 880
Madhumita Bhattacharya New Zealand 8 602 1.0× 259 0.8× 100 0.6× 103 0.7× 113 1.2× 39 868
Paul Eggen United States 12 957 1.7× 310 0.9× 89 0.5× 89 0.6× 73 0.8× 20 1.3k
Eleanor Duckworth United States 13 715 1.2× 328 1.0× 103 0.6× 80 0.6× 133 1.4× 32 1.2k
Bruce Waldrip Australia 20 1.1k 1.8× 366 1.1× 131 0.7× 115 0.8× 87 0.9× 64 1.2k
Dennie Palmer Wolf United States 16 808 1.4× 310 0.9× 94 0.5× 50 0.4× 79 0.9× 43 1.1k
Terri Flowerday United States 10 524 0.9× 479 1.4× 356 2.0× 315 2.3× 107 1.2× 18 1.1k
Mindy L. Kornhaber United States 11 605 1.1× 154 0.5× 82 0.5× 156 1.1× 96 1.0× 22 943
Juliëtte H. Walma van der Molen Netherlands 18 570 1.0× 246 0.7× 209 1.2× 205 1.5× 206 2.2× 32 999
Judith Ireson United Kingdom 23 1.1k 1.9× 231 0.7× 217 1.2× 163 1.2× 184 2.0× 42 1.4k
Dana Vedder‐Weiss Israel 14 592 1.0× 258 0.8× 233 1.3× 201 1.4× 68 0.7× 36 874

Countries citing papers authored by Billie Eilam

Since Specialization
Citations

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

Fields of papers citing papers by Billie Eilam

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Billie Eilam

This figure shows the co-authorship network connecting the top 25 collaborators of Billie Eilam. A scholar is included among the top collaborators of Billie Eilam 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 Billie Eilam. Billie Eilam 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.
Lanir, Joel, et al.. (2020). Using Mobile Devices as Activity Aids in a History Museum.. 1 indexed citations
2.
Eilam, Billie & John K. Gilbert. (2014). Science Teachers’ Use of Visual Representations. DIAL (Catholic University of Leuven). 27 indexed citations
3.
Eilam, Billie, et al.. (2014). How Young Children Construe Pain Experienced by Self and Others: A Case of Naive Theory. The Journal of Experimental Education. 83(2). 236–265. 1 indexed citations
4.
Vidergor, Hava E. & Billie Eilam. (2011). Impact of Professional Development Programs for Teachers of the Gifted. Gifted and Talented International. 26(1-2). 143–161. 7 indexed citations
5.
Eilam, Billie & Hava E. Vidergor. (2011). Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation. Roeper Review. 33(2). 86–96. 18 indexed citations
6.
Eilam, Billie. (2011). Visualization in mathematics, reading, and science education. Science Education. 95(6). 1149–1151. 3 indexed citations
7.
Ben‐Peretz, Miriam, et al.. (2011). Teacher education for classroom management in Israel: structures and orientations. Teaching Education. 22(2). 133–150. 11 indexed citations
8.
Eilam, Billie & Miriam Ben‐Peretz. (2010). Revisiting curriculum inquiry: the role of visual representations. Journal of Curriculum Studies. 42(6). 751–774. 12 indexed citations
9.
Eilam, Billie, et al.. (2010). External Visual Representations in Science Learning: The case of relations among system components. International Journal of Science Education. 32(17). 2335–2366. 39 indexed citations
10.
Eilam, Billie. (2009). The secrets of successful veteran biology teachers: metaphors of evolution, regeneration, and adaptation. Teachers and Teaching. 15(4). 493–513. 13 indexed citations
11.
Miller, Paul & Billie Eilam. (2008). Development in the Thematic and Containment-Relation-Oriented Organization of Word Concepts. The Journal of Educational Research. 101(6). 350–362. 3 indexed citations
12.
Eilam, Billie, et al.. (2007). Learning with multiple representations: Extending multimedia learning beyond the lab. Learning and Instruction. 18(4). 368–378. 30 indexed citations
13.
Nathan, Mitchell J., et al.. (2007). To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. Journal of the Learning Sciences. 16(4). 523–563. 46 indexed citations
14.
Nathan, Mitchell J., et al.. (2006). To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. WCER Working Paper No. 2006-6.. 1 indexed citations
15.
Eilam, Billie. (2004). Drops of water and of soap solution: Students' constraining mental models of the nature of matter. Journal of Research in Science Teaching. 41(10). 970–993. 21 indexed citations
16.
Eilam, Billie. (2002). Phases of Learning: Ninth graders' skill acquisition. Research in Science & Technological Education. 20(1). 5–24. 10 indexed citations
17.
Eilam, Billie. (2002). “Passing Through” a Western-Democratic Teacher Education: The Case of Israeli Arab Teachers. Teachers College Record The Voice of Scholarship in Education. 104(8). 1656–1701. 1 indexed citations
18.
Eilam, Billie. (1997). Toward the Formation of a “Cultural Mosaic”: A Case Study. Social Psychology of Education. 2(3-4). 263–296. 3 indexed citations
19.
Eilam, Billie, et al.. (1995). Sociometric analysis: A classroom assessment tool for teachers. Studies In Educational Evaluation. 21(1). 57–71. 2 indexed citations
20.
Eilam, Billie, et al.. (1992). The heterogeneous class: A solution or just another problem?. Studies In Educational Evaluation. 18(2). 165–178. 2 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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