Countries citing papers authored by Emily Hestness
Since
Specialization
Citations
This map shows the geographic impact of Emily Hestness'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 Hestness with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emily Hestness more than expected).
This network shows the impact of papers produced by Emily Hestness. 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 Hestness. The network helps show where Emily Hestness may publish in the future.
Co-authorship network of co-authors of Emily Hestness
This figure shows the co-authorship network connecting the top 25 collaborators of Emily Hestness.
A scholar is included among the top collaborators of Emily Hestness 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 Hestness. Emily Hestness is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
15 of 15 papers shown
1.
McGinnis, J. Randy, et al.. (2020). Preservice Science Teachers’ Beliefs About Computational Thinking Following a Curricular Module Within an Elementary Science Methods Course. Contemporary issues in technology and teacher education. 20(1). 85–107.12 indexed citations
2.
Ketelhut, Diane Jass, Emily Hestness, & Kelly Mills. (2019). Embedding Computational Thinking in the Elementary Classroom: An Extended Collaborative Teacher Learning Experience. Computer Supported Collaborative Learning.1 indexed citations
3.
Ketelhut, Diane Jass, et al.. (2019). Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education. Society for Information Technology & Teacher Education International Conference. 2281–2285.1 indexed citations
4.
McGinnis, J. Randy, et al.. (2019). Preservice Science Teachers' Intentions and Avoidances to Integrate Computational Thinking into Their Science Lesson Plans for Young Learners.. Grantee Submission.1 indexed citations
Hestness, Emily, et al.. (2018). Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education. The Journal of Technology and Teacher Education. 26(3). 411–435.38 indexed citations
7.
Hestness, Emily, et al.. (2018). Computational Thinking Professional Development for Elementary Science Educators: Examining the Design Process. Society for Information Technology & Teacher Education International Conference. 1904–1912.5 indexed citations
McGinnis, J. Randy, et al.. (2016). An Investigation of Science Educators' View of Roles and Responsibilities for Climate Change Education.. Science education international. 27(2). 179–193.6 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.