Enrique Suárez

651 total citations · 1 hit paper
23 papers, 439 citations indexed

About

Enrique Suárez is a scholar working on Education, Literature and Literary Theory and Linguistics and Language. According to data from OpenAlex, Enrique Suárez has authored 23 papers receiving a total of 439 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Literature and Literary Theory and 5 papers in Linguistics and Language. Recurrent topics in Enrique Suárez's work include Second Language Learning and Teaching (6 papers), Science Education and Pedagogy (6 papers) and Multilingual Education and Policy (5 papers). Enrique Suárez is often cited by papers focused on Second Language Learning and Teaching (6 papers), Science Education and Pedagogy (6 papers) and Multilingual Education and Policy (5 papers). Enrique Suárez collaborates with scholars based in United States and Cuba. Enrique Suárez's co-authors include Eve Manz, María González‐Howard, Megan Bang, Philip Bell, Carrie Tzou, Valerie K. Otero, Christina Krist, Cameron C. Beatty, William R. Penuel and Daniel C. Edelson and has published in prestigious journals such as Educational Researcher, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Enrique Suárez

18 papers receiving 425 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

“Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging

2020 91 citations Enrique Suárez Science Education profile →

Peers

Enrique Suárez

EDUCA

DEP

LLT

LL

SPS

Scott E. Grapin United States

Erin E. Turner United States

Miwa Aoki Takeuchi Canada

Kathryn B. Chval United States

Annela Teemant United States

María González‐Howard United States

Wasyl Cajkler United Kingdom

Dana L. Grisham United States

Jennifer Higgs United States

Bill Barton New Zealand

Scott E. Grapin United States

Enrique Suárez

233 ×0.8

EDUCA

146 ×1.0

DEP

291 ×2.3

LLT

143 ×1.5

LL

65 ×1.0

SPS

Citations per year, relative to Enrique Suárez Enrique Suárez (= 1×) peers Scott E. Grapin

Countries citing papers authored by Enrique Suárez

Since Specialization

Citations

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

Fields of papers citing papers by Enrique Suárez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Enrique Suárez. 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 Enrique Suárez. The network helps show where Enrique Suárez may publish in the future.

Co-authorship network of co-authors of Enrique Suárez

This figure shows the co-authorship network connecting the top 25 collaborators of Enrique Suárez. A scholar is included among the top collaborators of Enrique Suárez 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 Enrique Suárez. Enrique Suárez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Suárez, Enrique, et al.. (2024). Preparing Graduate Students to Enact Equity-Oriented Pedagogies for Science Outreach Programs. Proceedings.. 1111–1114.

2.

González‐Howard, María, et al.. (2024). Bienvenidos a la conversación: Examinations of translanguaging across science and engineering education research. Journal of Research in Science Teaching. 62(1). 3–14. 4 indexed citations

3.

Stroupe, David, et al.. (2024). Epistemic injustice and the “Nature of Science”. Journal of Research in Science Teaching. 62(4). 901–941. 3 indexed citations

4.

Krist, Christina, et al.. (2024). EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance. Proceedings.. 2024. 2303–2304.

5.

Suárez, Enrique & Christina Krist. (2023). Designing for Justice-Oriented Critical Caring in Science Methods Courses. Proceedings.. 553–560. 1 indexed citations

6.

Suárez, Enrique & Valerie K. Otero. (2023). Ting, tang, tong: Emergent bilingual students investigating and constructing evidence‐based explanations about sound production. Journal of Research in Science Teaching. 61(1). 137–169. 16 indexed citations

7.

Suárez, Enrique, et al.. (2023). “What did you learn?” Emergent Bilingual Students Write Their Understandings about Sinking and Floating. Language Arts. 100(4). 323–328.

8.

Suárez, Enrique & Cameron C. Beatty. (2022). Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach. Science Education. 106(5). 1299–1317. 7 indexed citations

9.

Edelson, Daniel C., Brian J. Reiser, Katherine L. McNeill, et al.. (2021). Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program. Journal of Science Teacher Education. 32(7). 780–804. 46 indexed citations

10.

González‐Howard, María & Enrique Suárez. (2021). Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing. Journal of Research in Science Teaching. 58(5). 749–752. 62 indexed citations

11.

Furtak, Erin Marie, Hosun Kang, James W. Pellegrino, et al.. (2020). Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity.. ICLS. 2 indexed citations

12.

Suárez, Enrique. (2020). “Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging. Science Education. 104(5). 791–826. 91 indexed citations breakdown →

13.

Tzou, Carrie, et al.. (2020). Trust the Process. 2(1). 1 indexed citations

14.

Tzou, Carrie, et al.. (2019). Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence. Cognition and Instruction. 37(3). 306–326. 65 indexed citations

15.

Krist, Christina & Enrique Suárez. (2018). Doing Science with Fidelity to Persons: Instantiations of Caring Participation in Science Practices.. International Conference of Learning Sciences. 1. 424–431. 12 indexed citations

16.

Suárez, Enrique, Megan Bang, Philip Bell, et al.. (2018). Designing for axiological innovation within family-centered learning environments. International Conference of Learning Sciences. 2. 1187–1194. 3 indexed citations

17.

Manz, Eve & Enrique Suárez. (2018). Supporting teachers to negotiate uncertainty for science, students, and teaching. Science Education. 102(4). 771–795. 103 indexed citations

18.

Suárez, Enrique. (2017). Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena. CU Scholar (University of Colorado Boulder). 2 indexed citations

19.

Suárez, Enrique & Valerie K. Otero. (2014). Leveraging the Cultural Practices of Science for Making Classroom Discourse Accessible to Emerging Bilingual Students.. ICLS. 2 indexed citations

20.

Suárez, Enrique, et al.. (2007). Advanced version of the Diralec system: a technology for the analysis of the quality of milk.

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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