Esther Chiner

768 total citations · 1 hit paper
38 papers, 468 citations indexed

About

Esther Chiner is a scholar working on Education, Information Systems and Safety Research. According to data from OpenAlex, Esther Chiner has authored 38 papers receiving a total of 468 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 7 papers in Information Systems and 7 papers in Safety Research. Recurrent topics in Esther Chiner's work include Digital Accessibility for Disabilities (6 papers), Inclusive Education and Diversity (5 papers) and Educational Innovations and Technology (4 papers). Esther Chiner is often cited by papers focused on Digital Accessibility for Disabilities (6 papers), Inclusive Education and Diversity (5 papers) and Educational Innovations and Technology (4 papers). Esther Chiner collaborates with scholars based in Spain, Australia and Chile. Esther Chiner's co-authors include María Cristina Cardona Moltó, Marcos Gómez‐Puerta, Santiago Mengual Andrés, Claude L. Normand, Piotr Plichta, Sue Caton, Darren Chadwick, Eva Flygare Wallén, Iva Strnadová and Esther Murphy and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal of Respiratory and Critical Care Medicine and Sustainability.

In The Last Decade

Esther Chiner

33 papers receiving 440 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.

Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage

2022 81 citations Darren Chadwick, Sue Caton et al. Journal of Policy and Practice in Intellectual Disabilities profile →

Peers

Esther Chiner

EDUCA

SPS

DEMOG

Christopher Johnstone United States

Leanne Fray Australia

Agnes Bosanquet Australia

Sherry A. Woosley United States

Amelia N. Gibson United States

James Rice Iceland

Ángeles Conde Rodríguez Spain

Shaun M. Dougherty United States

Sabine Wollscheid Norway

Natilene Bowker New Zealand

Christopher Johnstone United States

Esther Chiner

326 ×1.5

EDUCA

98 ×1.0

SPS

258 ×2.8

18 ×0.3

DEMOG

29 ×0.5

Citations per year, relative to Esther Chiner Esther Chiner (= 1×) peers Christopher Johnstone

Countries citing papers authored by Esther Chiner

Since Specialization

Citations

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

Fields of papers citing papers by Esther Chiner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Esther Chiner

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

All Works

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20 of 20 papers shown

Benítez, Iván D., F.J. Gómez de Terreros, María F. Troncoso, et al.. (2025). Effectiveness of Noninvasive Ventilation Adjusted Automatically in the Obesity Hypoventilation Syndrome. American Journal of Respiratory and Critical Care Medicine. 211(Supplement_1). A7425–A7425.

Gómez‐Puerta, Marcos, et al.. (2024). Digital and Mediation Competence for Students’ Safe Use of the Internet: Enhancing Teacher Training. Education Sciences. 14(12). 1399–1399. 1 indexed citations

Chiner, Esther, et al.. (2024). Teachers’ Perspectives on Internet Use: Towards the Digital Inclusion of Students with Intellectual Disability or Autism Spectrum Disorder. SHILAP Revista de lepidopterología. 4(4). 1156–1169.

Chadwick, Darren, Sue Caton, Esther Chiner, et al.. (2022). Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage. Journal of Policy and Practice in Intellectual Disabilities. 19(3). 242–256. 81 indexed citations breakdown →

Chiner, Esther, et al.. (2021). UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN. 265–269. 2 indexed citations

Gómez‐Puerta, Marcos & Esther Chiner. (2021). Internet use and online behaviour of adults with intellectual disability: support workers’ perceptions, training and online risk mediation. Disability & Society. 37(7). 1107–1128. 11 indexed citations

Chiner, Esther, et al.. (2021). Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale. International Journal of Sustainability in Higher Education. 23(2). 379–403. 12 indexed citations

Chiner, Esther, et al.. (2020). Education and social work students’ perceptions of Internet use by people with and without intellectual disability. International Journal of Developmental Disabilities. 68(3). 365–373. 6 indexed citations

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2020). EXPLORING STUDENT TEACHERS’ LEARNING STRATEGIES AND THE RELATIONSHIP WITH ACADEMIC ACHIEVEMENT AND DEMOGRAPHIC VARIABLES. 389–393.

10.

Moltó, María Cristina Cardona, et al.. (2020). La perspectiva de género en la formación inicial docente: estudio descriptivo de las percepciones del alumnado. Educación XX1. 23(2). 38 indexed citations

11.

Gómez‐Puerta, Marcos & Esther Chiner. (2019). Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training. European Journal of Special Needs Education. 35(4). 437–450. 14 indexed citations

12.

Gómez‐Puerta, Marcos, et al.. (2019). Research review on augmented reality as an educational resource for people with intellectual disabilities. SHILAP Revista de lepidopterología. 3(1). 473–473. 11 indexed citations

13.

Gómez‐Puerta, Marcos & Esther Chiner. (2018). Comparación de las percepciones de los estudiantes de magisterio sobre los riesgos de internet para personas con y sin discapacidad intelectual y del desarrollo. SHILAP Revista de lepidopterología. 3(1). 189–189. 1 indexed citations

14.

Moltó, María Cristina Cardona, et al.. (2018). Exploring Attitudes and Competence to Teach Diverse Students: A Cross-cultural Study of Teacher Perceptions in Spain and the United States. RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante). 17(4). 19–38.

15.

Chiner, Esther, et al.. (2017). Factors Influencing Graduate Students’ Preference of Software Tools for Building Engineering Applications. International journal of engineering education. 33(1). 128–137. 2 indexed citations

16.

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2017). Internet and people with intellectual disability: Internet and people with An approach to caregivers’ concerns, prevention strategies and training needs. Dialnet (Universidad de la Rioja). 6(2). 153–158. 3 indexed citations

17.

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2017). Internet and people with intellectual disability: an approach to caregivers’ concerns, prevention strategies and training needs. Journal of New Approaches in Educational Research. 6(2). 153–158. 28 indexed citations

18.

Chiner, Esther, et al.. (2015). Motivos de participación de los estudiantes universitarios en actividades físico-deportivas. Revista iberoamericana de psicología del ejercicio y el deporte. 10(2). 179–186. 6 indexed citations

19.

Chiner, Esther & María Cristina Cardona Moltó. (2012). Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?. International Journal of Inclusive Education. 17(5). 526–541. 102 indexed citations

20.

Moltó, María Cristina Cardona & Esther Chiner. (2006). Uso y efectividad de las adaptaciones instructivas en aulas inclusivas: un estudio de las percepciones y necesidades formativas del profesorado. Bordón: Revista de pedagogía. 58(3). 287–306. 4 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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