Eva Wennås Brante

818 total citations
35 papers, 578 citations indexed

About

Eva Wennås Brante is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Eva Wennås Brante has authored 35 papers receiving a total of 578 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 23 papers in Developmental and Educational Psychology and 6 papers in Literature and Literary Theory. Recurrent topics in Eva Wennås Brante's work include Educational Strategies and Epistemologies (13 papers), Reading and Literacy Development (10 papers) and Innovative Teaching and Learning Methods (8 papers). Eva Wennås Brante is often cited by papers focused on Educational Strategies and Epistemologies (13 papers), Reading and Literacy Development (10 papers) and Innovative Teaching and Learning Methods (8 papers). Eva Wennås Brante collaborates with scholars based in Sweden, Norway and United States. Eva Wennås Brante's co-authors include Helge I. Strømsø, Ivar Bråten, Alexandra List, Mona Holmqvist, Christian Tarchi, Matthew T. McCrudden, Christian Brandmo, Marcus Nyström, Eija Räikkönen and Carita Kiili and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Teaching and Teacher Education.

In The Last Decade

Eva Wennås Brante

33 papers receiving 552 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eva Wennås Brante Sweden 11 362 353 117 96 44 35 578
Mônica Macedo‐Rouet France 13 408 1.1× 441 1.2× 228 1.9× 88 0.9× 41 0.9× 23 673
Cheryl Mason Bolick United States 12 267 0.7× 166 0.5× 146 1.2× 60 0.6× 27 0.6× 30 452
Kalypso Iordanou Cyprus 18 624 1.7× 572 1.6× 110 0.9× 42 0.4× 35 0.8× 30 811
David C. Caverly United States 12 360 1.0× 255 0.7× 62 0.5× 85 0.9× 64 1.5× 59 544
Kasım Yıldırım Türkiye 16 589 1.6× 288 0.8× 60 0.5× 131 1.4× 15 0.3× 103 745
Mei-Mei Chang Taiwan 11 346 1.0× 289 0.8× 43 0.4× 80 0.8× 30 0.7× 16 520
Kristin Conradi United States 9 413 1.1× 370 1.0× 79 0.7× 115 1.2× 114 2.6× 11 650
Miika Marttunen Finland 17 521 1.4× 498 1.4× 109 0.9× 81 0.8× 36 0.8× 46 752
Bee Hoon Tan Malaysia 12 283 0.8× 200 0.6× 45 0.4× 126 1.3× 26 0.6× 48 586
Kevin M. Wong United States 15 408 1.1× 149 0.4× 69 0.6× 172 1.8× 19 0.4× 41 615

Countries citing papers authored by Eva Wennås Brante

Since Specialization
Citations

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

Fields of papers citing papers by Eva Wennås Brante

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eva Wennås Brante. 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 Eva Wennås Brante. The network helps show where Eva Wennås Brante may publish in the future.

Co-authorship network of co-authors of Eva Wennås Brante

This figure shows the co-authorship network connecting the top 25 collaborators of Eva Wennås Brante. A scholar is included among the top collaborators of Eva Wennås Brante 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 Eva Wennås Brante. Eva Wennås Brante 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.
Tarchi, Christian, et al.. (2024). The Use of ChatGPT in Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education. 35(2). 858–878. 8 indexed citations
2.
Brante, Eva Wennås, et al.. (2021). “Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information. Education Inquiry. 14(1). 1–21. 6 indexed citations
3.
Godhe, Anna-Lena, et al.. (2021). Young L2-learners' meaning-making in engaging in computer-assisted language learning. SHILAP Revista de lepidopterología. 29(1). 2–2. 3 indexed citations
4.
Kiili, Carita, Eva Wennås Brante, Eija Räikkönen, & Julie Coiro. (2020). Citing as a sourcing practice: students’ citing self-selected online sources in their essays (Las citas como práctica del uso de las fuentes: las citas de fuentes en línea seleccionados por los estudiantes en sus trabajos). Journal for the Study of Education and Development Infancia y Aprendizaje. 43(1). 174–209. 5 indexed citations
5.
List, Alexandra, et al.. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education. 148. 103788–103788. 72 indexed citations
6.
Bråten, Ivar, Eva Wennås Brante, & Helge I. Strømsø. (2019). Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data. Reading Research Quarterly. 54(4). 481–505. 63 indexed citations
7.
Bråten, Ivar, Eva Wennås Brante, & Helge I. Strømsø. (2018). What really matters: The role of behavioural engagement in multiple document literacy tasks. Journal of Research in Reading. 41(4). 680–699. 45 indexed citations
8.
Brante, Eva Wennås & Mona Holmqvist. (2017). Reading from Multimedia Materials : Benefits of Non-congruent Pictures on Reading Comprehension for Dyslexic Readers. Duo Research Archive (University of Oslo). 16(1). 101–114. 4 indexed citations
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Brante, Eva Wennås. (2015). Non-congruent pictures effects on reading comprehension : differences and similarities in patterns of transition between text and picture among young adults with and without dyslexia.
12.
Holmqvist, Mona, Eva Wennås Brante, & Marcus Nyström. (2014). The Image of Images as an Aid to Improve Learning : An Eye-tracking Experiment Studying the Effect of Contrasts in Computer-based Learning Material. 309–316. 3 indexed citations
13.
Brante, Eva Wennås. (2014). Möte med multimodalt material : Vilken roll spelar dyslexi för uppfattandet av text och bild?.
14.
Brante, Eva Wennås, et al.. (2013). ‘A Gigantic Pedagogical Leap’: The Process of Shifts during Three Learning Study Projects in Swedish Early Childhood Education. Journal of Education and Training Studies. 2(1). 2 indexed citations
15.
Brante, Eva Wennås. (2013). Att orientera sig i text och bild. Skillnader mellan förmodad och faktisk läsning för läsare med dyslexi.. SHILAP Revista de lepidopterología. 7(1). 1 indexed citations
16.
Brante, Eva Wennås, Mona Holmqvist, & Marcus Nyström. (2013). Exploring the Impact of Contrasting Cases in Text and Picture Processing. Journal of Visual Literacy. 32(2). 15–38. 5 indexed citations
17.
Holmqvist, Mona, et al.. (2013). Patterns of Variation: A Way to Support and Challenge Early Childhood Learning? —Concluding Reflections from Learning Study Projects Conducted in Swedish Early Childhood Education. 2 indexed citations
18.
Holmqvist, Mona, et al.. (2013). Patterns of Variation: A Way to Support and Challenge Early Childhood Learning?. Creative Education. 4(7). 33–42. 4 indexed citations
19.
Brante, Eva Wennås. (2012). Stand Together or Fall Alone: Narratives from Former Teachers. 2(2). 20–40. 3 indexed citations
20.
Brante, Eva Wennås. (2010). Identifying critical aspects from learners' perspective. 24–29. 1 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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