Eman Al‐Zboon

419 total citations
45 papers, 257 citations indexed

About

Eman Al‐Zboon is a scholar working on Clinical Psychology, Education and Safety Research. According to data from OpenAlex, Eman Al‐Zboon has authored 45 papers receiving a total of 257 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Clinical Psychology, 14 papers in Education and 13 papers in Safety Research. Recurrent topics in Eman Al‐Zboon's work include Family and Disability Support Research (12 papers), Disability Education and Employment (11 papers) and Inclusion and Disability in Education and Sport (8 papers). Eman Al‐Zboon is often cited by papers focused on Family and Disability Support Research (12 papers), Disability Education and Employment (11 papers) and Inclusion and Disability in Education and Sport (8 papers). Eman Al‐Zboon collaborates with scholars based in Jordan. Eman Al‐Zboon's co-authors include Ma’mon M. Hatmal and Hanan M. S. Takash and has published in prestigious journals such as SHILAP Revista de lepidopterología, Research in Developmental Disabilities and Learning Disability Quarterly.

In The Last Decade

Eman Al‐Zboon

37 papers receiving 233 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eman Al‐Zboon Jordan 10 102 77 58 47 33 45 257
Paula E. Chan United States 8 149 1.5× 98 1.3× 64 1.1× 14 0.3× 44 1.3× 15 297
Kimberly Maich Canada 9 133 1.3× 84 1.1× 41 0.7× 15 0.3× 37 1.1× 49 244
Elizabeth Hartmann United States 10 58 0.6× 50 0.6× 30 0.5× 68 1.4× 78 2.4× 15 257
Gaylen Kapperman United States 7 112 1.1× 56 0.7× 75 1.3× 39 0.8× 34 1.0× 25 297
Patricia M. Noonan United States 10 181 1.8× 117 1.5× 217 3.7× 37 0.8× 60 1.8× 16 392
Rhonda Faragher Australia 11 152 1.5× 61 0.8× 52 0.9× 10 0.2× 46 1.4× 35 262
Lucas Cordeiro Freitas Brazil 11 118 1.2× 143 1.9× 23 0.4× 17 0.4× 23 0.7× 39 269
Levan Lim Australia 10 113 1.1× 83 1.1× 100 1.7× 26 0.6× 78 2.4× 35 267
Penny Lacey United Kingdom 11 179 1.8× 89 1.2× 68 1.2× 19 0.4× 81 2.5× 31 286
Elina Kontu Finland 11 223 2.2× 99 1.3× 69 1.2× 11 0.2× 67 2.0× 37 341

Countries citing papers authored by Eman Al‐Zboon

Since Specialization
Citations

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

Fields of papers citing papers by Eman Al‐Zboon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eman Al‐Zboon. 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 Eman Al‐Zboon. The network helps show where Eman Al‐Zboon may publish in the future.

Co-authorship network of co-authors of Eman Al‐Zboon

This figure shows the co-authorship network connecting the top 25 collaborators of Eman Al‐Zboon. A scholar is included among the top collaborators of Eman Al‐Zboon 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 Eman Al‐Zboon. Eman Al‐Zboon 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.
Al‐Zboon, Eman. (2025). Beliefs of teachers who are blind related to the use of artificial intelligence (AI) in Jordan. Research in Developmental Disabilities. 166. 105113–105113.
2.
Al‐Zboon, Eman, et al.. (2024). Development of special education in Jordan as a model: Reality and challenges. Journal of Research in Special Educational Needs. 24(4). 1128–1147.
3.
Al‐Zboon, Eman, et al.. (2023). Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens. European Journal of Special Needs Education. 39(4). 626–637. 1 indexed citations
4.
Al‐Zboon, Eman, et al.. (2022). The types of reinforcement implemented in Jordanian preschools. Educational Research for Policy and Practice. 22(1). 153–169.
5.
Al‐Zboon, Eman, et al.. (2021). Using assistive technology in a curriculum for preschool children with developmental disabilities in Jordan. Education 3-13. 51(1). 55–71. 4 indexed citations
6.
Al‐Zboon, Eman, et al.. (2020). Contemporary trends in the evaluation of kindergarten children in Jordan according to Jordanian teachers’ perceptions. Education 3-13. 50(1). 78–96. 1 indexed citations
7.
Al‐Zboon, Eman. (2020). The inclusion of disability issues and concepts in the Jordanian national curriculum from the perspective of curriculum planning experts. European Journal of Special Needs Education. 35(4). 576–585. 4 indexed citations
8.
Al‐Zboon, Eman. (2019). Assistive technologies as a curriculum component in Jordan: Future special education teachers’ preparation and the field status. Assistive Technology. 34(1). 20–25. 11 indexed citations
9.
Al‐Zboon, Eman, et al.. (2017). Can Teachers' Self-Reported Characteristics and Beliefs about Creativity Predict Their Perception of Their Creativity Practices in the Classroom.. International Journal of Special Education (IJSE). 32(4). 723–745. 6 indexed citations
10.
Al‐Zboon, Eman. (2017). Combating substance misuse: competences and preparation of special education department students. Substance Abuse Treatment Prevention and Policy. 12(1). 1–1. 17 indexed citations
11.
Al‐Zboon, Eman. (2016). Kindergarten Curriculum for Children with Hearing Impairments: Jordanian Teachers' Perspectives. Deafness & Education International. 18(1). 38–46. 6 indexed citations
12.
Al‐Zboon, Eman. (2016). Childhood fears among children who are blind: the perspective of teachers who are blind. Early Years Journal of International Research and Development. 37(2). 158–172. 2 indexed citations
13.
Al‐Zboon, Eman, et al.. (2016). Jordanian parents’ beliefs about the causes of disability and the progress of their children with disabilities: insights on mainstream schools and segregated centres. European Journal of Special Needs Education. 32(3). 362–376. 6 indexed citations
14.
Al‐Zboon, Eman. (2016). Current state of the curriculum in Jordanian kindergartens for children with hearing impairments. Early Child Development and Care. 187(11). 1760–1770. 3 indexed citations
15.
Al‐Zboon, Eman, et al.. (2016). Fear in children with visual impairments from the perspective of their parents. Early Child Development and Care. 187(12). 1948–1959.
16.
Al‐Zboon, Eman, et al.. (2015). Examining Collaboration and Constrains on Collaboration between Special and General Education Teachers in Mainstream Schools in Jordan.. International Journal of Special Education (IJSE). 30(1). 64–77. 12 indexed citations
17.
Al‐Zboon, Eman & Ma’mon M. Hatmal. (2015). Attitudes of dentists toward persons with intellectual disabilities in Jordanian hospitals. Special Care in Dentistry. 36(1). 25–31. 10 indexed citations
18.
Al‐Zboon, Eman, et al.. (2014). Quality of Life of Students with Disabilites Attending Jordanian Universities.. International Journal of Special Education (IJSE). 29(3). 93–100.
19.
Takash, Hanan M. S., et al.. (2014). Combating violence against children: Jordanian pre-service early childhood teachers’ perceptions towards child abuse and neglect. Early Child Development and Care. 184(9-10). 1485–1498. 8 indexed citations
20.
Al‐Zboon, Eman, et al.. (2014). Quality Indicators of Self- Determination of Special Education Programs in Jordan. SHILAP Revista de lepidopterología. 8(2). 333–333. 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.

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