Eula Ewing Monroe

575 total citations
49 papers, 347 citations indexed

About

Eula Ewing Monroe is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Eula Ewing Monroe has authored 49 papers receiving a total of 347 indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 12 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in Eula Ewing Monroe's work include Mathematics Education and Teaching Techniques (23 papers), Education and Technology Integration (13 papers) and Teacher Education and Leadership Studies (9 papers). Eula Ewing Monroe is often cited by papers focused on Mathematics Education and Teaching Techniques (23 papers), Education and Technology Integration (13 papers) and Teacher Education and Leadership Studies (9 papers). Eula Ewing Monroe collaborates with scholars based in United States, Cuba and Puerto Rico. Eula Ewing Monroe's co-authors include Bradford P. Wilcox, James S. Jacobs, Dennis L. Eggett, Steven H. Shaha, Joan M. Fayer, Terrell A. Young, Kendra M. Hall‐Kenyon, Steven R. Williams, Ross Larsen and Richard R. Sudweeks and has published in prestigious journals such as Journal of the American Academy of Dermatology, Educational Studies in Mathematics and Communication Quarterly.

In The Last Decade

Eula Ewing Monroe

44 papers receiving 283 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eula Ewing Monroe United States 10 260 115 102 45 33 49 347
Thomasenia Lott Adams United States 12 391 1.5× 98 0.9× 85 0.8× 20 0.4× 19 0.6× 35 475
Nicole Haag Germany 9 162 0.6× 74 0.6× 113 1.1× 19 0.4× 24 0.7× 15 290
Cecilia Henríquez Fernández United States 5 287 1.1× 56 0.5× 143 1.4× 14 0.3× 24 0.7× 7 349
Vasiliĭ Vasilʹevich Davydov 5 236 0.9× 88 0.8× 157 1.5× 26 0.6× 20 0.6× 11 417
Lee Farrington‐Flint United Kingdom 11 156 0.6× 67 0.6× 148 1.5× 12 0.3× 9 0.3× 19 295
Cathery Yeh United States 9 377 1.4× 60 0.5× 86 0.8× 31 0.7× 13 0.4× 28 452
Sandra Gilabert Spain 9 389 1.5× 23 0.2× 289 2.8× 26 0.6× 43 1.3× 11 519
Pamela J. Dunston United States 6 217 0.8× 37 0.3× 167 1.6× 11 0.2× 59 1.8× 12 299
Marjolein Deunk Netherlands 9 332 1.3× 28 0.2× 159 1.6× 30 0.7× 29 0.9× 30 467
Birgit Heppt Germany 11 200 0.8× 52 0.5× 158 1.5× 10 0.2× 39 1.2× 27 345

Countries citing papers authored by Eula Ewing Monroe

Since Specialization
Citations

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

Fields of papers citing papers by Eula Ewing Monroe

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eula Ewing Monroe. 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 Eula Ewing Monroe. The network helps show where Eula Ewing Monroe may publish in the future.

Co-authorship network of co-authors of Eula Ewing Monroe

This figure shows the co-authorship network connecting the top 25 collaborators of Eula Ewing Monroe. A scholar is included among the top collaborators of Eula Ewing Monroe 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 Eula Ewing Monroe. Eula Ewing Monroe 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.
Williams, Steven R., et al.. (2020). Teachers’ knowledge of student mathematical thinking in written instructional products. Journal of Mathematics Teacher Education. 24(6). 613–639. 5 indexed citations
2.
Monroe, Eula Ewing, et al.. (2018). Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study. Teacher education quarterly (Claremont, Calif.). 45(2). 113–134. 2 indexed citations
3.
Monroe, Eula Ewing, et al.. (2017). Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text. Reading Psychology. 38(5). 542–551. 1 indexed citations
4.
Monroe, Eula Ewing, et al.. (2011). Filling "Na Puka" with PUFM: Empowering Teachers with Profound Understanding of Fundamental Mathematics.. 2. 2 indexed citations
5.
Monroe, Eula Ewing, et al.. (2009). Crossing the Barriers Between Preservice and Inservice Mathematics Teacher Education: An Evaluation of the Grant School Professional Development Program. School Science and Mathematics. 109(4). 223–236. 6 indexed citations
6.
Monroe, Eula Ewing, et al.. (2007). Integrating Technology and a Standards-Based Pedagogy in a Geometry Classroom. Computers in the Schools. 24(1-2). 75–91. 7 indexed citations
7.
Monroe, Eula Ewing, et al.. (2006). Self-Study of a Teacher's Journey toward Standards-Based Mathematics Teaching. Studying Teacher Education. 2(2). 169–181. 6 indexed citations
8.
Monroe, Eula Ewing, et al.. (2005). Helping Children with Words in Word Problems.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 10(4). 27–29. 10 indexed citations
9.
Monroe, Eula Ewing, et al.. (2002). Links to Literature: Working Cotton: Toward an Understanding of Time. Teaching Children Mathematics. 8(8). 475–479. 4 indexed citations
10.
Monroe, Eula Ewing, et al.. (2000). Enriching Preservice Field Experience Through Email Mentoring. Society for Information Technology & Teacher Education International Conference. 2000(1). 1411–1416. 2 indexed citations
11.
Monroe, Eula Ewing, et al.. (1998). Rote or Reason: How Do Your Students Think about Computation?.. Mathematics in school. 27(3). 26–27. 2 indexed citations
12.
Monroe, Eula Ewing, et al.. (1998). The Impact of Student Education and Occupational Planning on Course Selection in Mathematics and Science.. American secondary education. 27(2). 11–22. 1 indexed citations
13.
Monroe, Eula Ewing, et al.. (1997). Effects of Mathematical Vocabulary Instruction on Fourth Grade Students.. Reading improvement. 34(3). 20 indexed citations
14.
Monroe, Eula Ewing. (1996). Language and Mathematics: A Natural Connection for Achieving Literacy.. ScholarWorks - WMU (Western Michigan University). 36(5). 1. 7 indexed citations
15.
Monroe, Eula Ewing, et al.. (1995). What is the Whole?. Mathematics Teaching in the Middle School. 1(5). 356–360. 1 indexed citations
16.
Monroe, Eula Ewing, et al.. (1990). Academic achievement: A study of relationships of IQ, communication apprehension, and teacher perception. Communication Reports. 3(1). 28–36. 10 indexed citations
17.
Monroe, Eula Ewing, et al.. (1989). Comparison of communication apprehension across cultures: American and Swedish children. Communication Quarterly. 37(1). 67–76. 28 indexed citations
18.
Monroe, Eula Ewing, et al.. (1989). Helping Young Children Solve Word Problems Through Children's Literature. School Science and Mathematics. 89(6). 515–518. 1 indexed citations
19.
Monroe, Eula Ewing. (1984). The Development of a Mathematics Methods Course for Pre-Service Elementary Teachers: Some Considerations.. Journal of the American Academy of Dermatology. 78(5). e111–e112. 1 indexed citations
20.
Monroe, Eula Ewing, et al.. (1979). A Comparison of Reading Achievement, Current Reading Placement, Sex, Age, Intelligence, Informal Reading Inventory, and the Cloze Procedure..

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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