Elliot Soloway
About
In The Last Decade
Elliot Soloway
243 papers receiving 13.4k citations
Hit Papers
Peers
Comparison fields: 5 of 163
- Education 7.1k
- Developmental and Educational Psychology 5.8k
- Information Systems 4.6k
- Computer Science Applications 4.2k
- Artificial Intelligence 2.1k
Countries citing papers authored by Elliot Soloway
This map shows the geographic impact of Elliot Soloway'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 Elliot Soloway with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elliot Soloway more than expected).
Fields of papers citing papers by Elliot Soloway
This network shows the impact of papers produced by Elliot Soloway. 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 Elliot Soloway. The network helps show where Elliot Soloway may publish in the future.
Co-authorship network of co-authors of Elliot Soloway
This figure shows the co-authorship network connecting the top 25 collaborators of Elliot Soloway. A scholar is included among the top collaborators of Elliot Soloway 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 Elliot Soloway. Elliot Soloway is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Twelve Factors Leading to Fundamental Pedagogical Change in a Primary School: A Case-Study. | 1 |
| 2 | Barriers and Limitations of Mobile Device Integration: The Case of Nan Chiau Primary School (Singapore) | 1 |
| 3 | Transforming education in a primary school: A case study | 1 |
| 4 | MUSHI: a multi-device framework for collaborative inquiry learning | 10 |
| 5 | Scaffolding Design Guidelines for Learner-Centered Software Environments | 12 |
| 6 | Learner-Centered Design: Reflections and New Directions | 31 |
| 7 | Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems | 7 |
| 8 | ScienceWare's Model-It: Technology to Support Authentic Science Inquiry | 22 |
| 9 | 4 | |
| 10 | Creating an inquiry-learning environment using the world wide web | 8 |
| 11 | NoRIS: supporting computational science activities through learner-centered design | 2 |
| 12 | Marcel: Simulating the Novice Programmer | 18 |
| 13 | Simulating student programmers | 23 |
| 14 | I Can't Tell What in the Code Implements What in the Specs. | 6 |
| 15 | Programming and algebra word problems: a failure to transfer | 4 |
| 16 | Studying software documentation from a cognitive perspective: A status report | 4 |
| 17 | An empirical investigation of the tacit plan knowledge in programming | 86 |
| 18 | The cognitive connection: Software maintenance and documentation | 1 |
| 19 | 52 | |
| 20 | Intention-based diagnosis of programming errors | 37 |
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.