Citations per year, relative to Diane McGrath Diane McGrath (= 1×)
peers
Gladis Kersaint
Countries citing papers authored by Diane McGrath
Since
Specialization
Citations
This map shows the geographic impact of Diane McGrath'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 Diane McGrath with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Diane McGrath more than expected).
This network shows the impact of papers produced by Diane McGrath. 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 Diane McGrath. The network helps show where Diane McGrath may publish in the future.
Co-authorship network of co-authors of Diane McGrath
This figure shows the co-authorship network connecting the top 25 collaborators of Diane McGrath.
A scholar is included among the top collaborators of Diane McGrath 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 Diane McGrath. Diane McGrath 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.
Thurston, Linda P., et al.. (2010). Bringing High Tech to the Heartland. Rural Special Education Quarterly. 29(1). 22–27.2 indexed citations
McGrath, Diane. (2004). Equity Revisited: PBL and the Digital Divide.. Learning and leading with technology. 32(2). 36–39.2 indexed citations
4.
McGrath, Diane. (2004). Closing The Gender Gap Girls, Technological Fluency, And PBL.. Learning and leading with technology. 31(6). 28–31.2 indexed citations
5.
McGrath, Diane. (2004). Strengthening Collaborative Work: Go beyond the Obvious with Tools for Technology-Enhanced Collaboration. Project-Based Learning.. Learning and leading with technology. 31(5). 30–33.6 indexed citations
6.
McGrath, Diane, et al.. (2004). Taking The Plunge A School District Commits To A Five-Year Plan For Technology-Infused PBL.. Learning and leading with technology. 31(7). 34–36.4 indexed citations
7.
McGrath, Diane, et al.. (2004). Finding The Time.. Learning and leading with technology. 32(1). 52–55.1 indexed citations
Alturki, Uthman & Diane McGrath. (2004). Development of interactive hypermedia software for high school biology: a research and development study. 1–183.
10.
McGrath, Diane, et al.. (2003). Knowledge Construction and Knowledge Representation in High School Students’ Design of Hypermedia Documents. Journal of educational multimedia and hypermedia. 12(1). 33–61.10 indexed citations
11.
McGrath, Diane. (2003). Developing a Community of Learners: What Will It Look Like and How Will It Work?.. Learning and leading with technology. 30(7). 42–45.18 indexed citations
12.
McGrath, Diane. (2003). Rubrics, Portfolios, and Tests, Oh My! Assessing Understanding in Project-Based Learning.. Learning and leading with technology. 30(8). 42–45.2 indexed citations
13.
McGrath, Diane, et al.. (1993). An exploration and analysis of the relationship among learning styles, teaching styles, gender and performance in a college computer science course.4 indexed citations
14.
McGrath, Diane. (1993). Software Review. School Science and Mathematics. 93(5). 281–281.1 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.