Emily C. Bouck
About
In The Last Decade
Emily C. Bouck
182 papers receiving 2.8k citations
Peers
Comparison fields: 5 of 100
- Education 1.4k
- Developmental and Educational Psychology 1.3k
- Statistics and Probability 975
- Safety Research 960
- Cognitive Neuroscience 720
Countries citing papers authored by Emily C. Bouck
This map shows the geographic impact of Emily C. Bouck'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 Emily C. Bouck with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emily C. Bouck more than expected).
Fields of papers citing papers by Emily C. Bouck
This network shows the impact of papers produced by Emily C. Bouck. 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 Emily C. Bouck. The network helps show where Emily C. Bouck may publish in the future.
Co-authorship network of co-authors of Emily C. Bouck
This figure shows the co-authorship network connecting the top 25 collaborators of Emily C. Bouck. A scholar is included among the top collaborators of Emily C. Bouck 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 Emily C. Bouck. Emily C. Bouck is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 3 | |
| 3 | 1 | |
| 4 | App-BAsed Manipulatives and the System of Least Prompts to Sopport Acquisition, Maintenance, and Generalization of Adding Integers | 3 |
| 5 | Comparison of Concrete and App-Based Manipulatives to Teach Substraction Skills to Elementary Students with Autism | 2 |
| 6 | 26 | |
| 7 | 13 | |
| 8 | 2 | |
| 9 | 25 | |
| 10 | 12 | |
| 11 | Learning Area and Perimeter with Virtual Manipulatives. | 6 |
| 12 | 10 | |
| 13 | Assistive Technology and Mathematics Education: Reports from the Field. | 1 |
| 14 | Teachers’ initial and sustained use of an instructional assistive technology tool: Exploring the mitigating factors | 4 |
| 15 | The Impact of Calculator Type and Instructional Exposure for Students with a Disability: A Pilot Study. | 3 |
| 16 | Does type matter: Evaluating the effectiveness of four-function and graphing calculators | 2 |
| 17 | 28 | |
| 18 | Cognitive Apprenticeship into the Discipline: Helping Students with Disabilities Think and Act Like Historians. | 9 |
| 19 | Spotlight on Inclusion: What Research and Practice is Telling the Field | 1 |
| 20 | How Educational Placements Impact Classroom Interactions: Experiences of Six Secondary Students with Mild Mental Impairment. | 4 |
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.