Cindy S. York

1.2k total citations
31 papers, 707 citations indexed

About

Cindy S. York is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Cindy S. York has authored 31 papers receiving a total of 707 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Developmental and Educational Psychology and 4 papers in Information Systems. Recurrent topics in Cindy S. York's work include Innovative Teaching and Learning Methods (9 papers), Online and Blended Learning (8 papers) and Mobile Learning in Education (4 papers). Cindy S. York is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Online and Blended Learning (8 papers) and Mobile Learning in Education (4 papers). Cindy S. York collaborates with scholars based in United States, Saudi Arabia and Türkiye. Cindy S. York's co-authors include Peggy A. Ertmer, Anne Ottenbreit‐Leftwich, Jennifer R. Banas, Jennifer Richardson, Thomas J. Smith, Hayley J. Mayall, Yan Chen, Yüksel Göktaş, Donald A. Stepich and Xuemei Wu and has published in prestigious journals such as Computers & Education, Educational Technology Research and Development and IEEE Computer Graphics and Applications.

In The Last Decade

Cindy S. York

26 papers receiving 605 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Cindy S. York United States	15	453	190	145	97	70	31	707
William Sugar United States	14	428 0.9×	104 0.5×	144 1.0×	85 0.9×	96 1.4×	37	648
Katherine S. Cennamo United States	14	414 0.9×	168 0.9×	93 0.6×	77 0.8×	75 1.1×	41	684
Joanna Wolfe United States	16	237 0.5×	180 0.9×	87 0.6×	72 0.7×	29 0.4×	40	668
Tandra Tyler‐Wood United States	15	568 1.3×	213 1.1×	101 0.7×	108 1.1×	62 0.9×	62	905
Danielle Herro United States	14	357 0.8×	132 0.7×	172 1.2×	139 1.4×	34 0.5×	39	643
Cynthia Carter Ching United States	14	292 0.6×	269 1.4×	106 0.7×	148 1.5×	68 1.0×	41	668
Caitlin K. Martin United States	13	446 1.0×	164 0.9×	147 1.0×	243 2.5×	112 1.6×	36	757
Teresa Franklin United States	15	534 1.2×	253 1.3×	241 1.7×	86 0.9×	69 1.0×	60	918
Ru-Chu Shih Taiwan	15	670 1.5×	236 1.2×	261 1.8×	98 1.0×	35 0.5×	43	1.1k
Brenda Bannan‐Ritland United States	8	490 1.1×	249 1.3×	136 0.9×	114 1.2×	22 0.3×	16	714

Countries citing papers authored by Cindy S. York

Since Specialization

Citations

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

Fields of papers citing papers by Cindy S. York

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cindy S. York. 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 Cindy S. York. The network helps show where Cindy S. York may publish in the future.

Co-authorship network of co-authors of Cindy S. York

This figure shows the co-authorship network connecting the top 25 collaborators of Cindy S. York. A scholar is included among the top collaborators of Cindy S. York 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 Cindy S. York. Cindy S. York 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

Mayall, Hayley J., et al.. (2025). Learning Effects, Gender Variances, and Teacher Dynamics in Funds-of-Knowledge-Featured Mobile-Assisted Writing for Latinx English Learners. 26(2). 173–197.

York, Cindy S., et al.. (2024). Empowering Medical Educators: A UTAUT Analysis of Technology Adoption in Inquiry-Based Learning. Technology Knowledge and Learning. 29(2). 1019–1049. 2 indexed citations

York, Cindy S., et al.. (2024). Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study. International Electronic Journal of Mathematics Education. 19(1). em0768–em0768.

Chen, Yan, Hayley J. Mayall, Thomas J. Smith, & Cindy S. York. (2023). Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development. Language learning & technology. 27(1). 1–17. 1 indexed citations

York, Cindy S., Patrick R. Lowenthal, & Sharon Smaldino. (2023). Planning for Interactive Distance Education.

York, Cindy S., et al.. (2021). Online Courses Accessibility for Low Vision. 18(3). 1–13.

Stade, Eric, et al.. (2020). TACTivities: Fostering Creativity through Tactile Learning Activities. Journal of Humanistic Mathematics. 10(2). 377–390. 2 indexed citations

Chen, Yan, Thomas J. Smith, Cindy S. York, & Hayley J. Mayall. (2019). Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning. 33(1-2). 1–25. 74 indexed citations

Mayall, Hayley J., et al.. (2018). WITHDRAWN: Parental perception and English Learners' mobile-assisted language learning: An ethnographic case study from a technology-based funds of knowledge approach. Learning Culture and Social Interaction. 22. 100250–100250. 1 indexed citations

10.

Tawfik, Andrew A., et al.. (2017). Effects of success v failure cases on learner-learner interaction. Computers & Education. 118. 120–132. 28 indexed citations

11.

York, Cindy S. & Peggy A. Ertmer. (2016). Examining Instructional Design Principles Applied by Experienced Designers in Practice. Performance Improvement Quarterly. 29(2). 169–192. 26 indexed citations

12.

Banas, Jennifer R. & Cindy S. York. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology. 30(6). 75 indexed citations

13.

York, Cindy S. & Peggy A. Ertmer. (2013). Design Heuristics in Academic, Corporate, and Military Instruction: More Similar than Different.. Educational Technology archive. 53(4). 17–24. 1 indexed citations

14.

York, Cindy S. & Jennifer Richardson. (2012). INTERPERSONAL INTERACTION IN ONLINE LEARNING: EXPERIENCED ONLINE INSTRUCTORS' PERCEPTIONS OF INFLUENCING FACTORS. Online Learning. 16(4). 47 indexed citations

15.

York, Cindy S. & Peggy A. Ertmer. (2011). Towards an understanding of instructional design heuristics: an exploratory Delphi study. Educational Technology Research and Development. 59(6). 841–863. 40 indexed citations

16.

Ertmer, Peggy A., Cindy S. York, & Nuray Gedik. (2009). Learning from the pros: How experienced designers translate instructional design models into practice. Educational Technology archive. 49(1). 19–27. 16 indexed citations

17.

Popescu, Voicu, et al.. (2008). Virtual Classroom Extension for Effective Distance Education. IEEE Computer Graphics and Applications. 28(1). 64–74. 17 indexed citations

18.

York, Cindy S., Dazhi Yang, & Melissa Dark. (2007). Transitioning from Face-to-Face to Online Instruction. International Journal of Information and Communication Technology Education. 3(2). 41–50. 14 indexed citations

19.

Ertmer, Peggy A., Anne Ottenbreit‐Leftwich, & Cindy S. York. (2006). Exemplary Technology-using Teachers. Journal of Computing in Teacher Education. 23(2). 55–61. 135 indexed citations

20.

Say, Burhan, et al.. (1993). The Costello syndrome. American Journal of Medical Genetics. 47(2). 163–165. 39 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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