G. Brooks

1.6k total citations
11 papers, 1.0k citations indexed

About

G. Brooks is a scholar working on Education, Artificial Intelligence and Developmental and Educational Psychology. According to data from OpenAlex, G. Brooks has authored 11 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Education, 4 papers in Artificial Intelligence and 3 papers in Developmental and Educational Psychology. Recurrent topics in G. Brooks's work include Logic, programming, and type systems (4 papers), Reading and Literacy Development (3 papers) and Education and Critical Thinking Development (2 papers). G. Brooks is often cited by papers focused on Logic, programming, and type systems (4 papers), Reading and Literacy Development (3 papers) and Education and Critical Thinking Development (2 papers). G. Brooks collaborates with scholars based in United States. G. Brooks's co-authors include D. H. Bartley, Hal Abelson, Norman I. Adams, Eugene E. Kohlbecker, Gerald Jay Sussman, Chris Hanson, Kent M. Pitman, Daniel P. Friedman, M. Wand and Robert H. Halstead and has published in prestigious journals such as The Journal of Educational Research, ACM SIGPLAN Notices and Scientific Studies of Reading.

In The Last Decade

G. Brooks

9 papers receiving 828 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
G. Brooks United States	8	529	278	265	251	210	11	1.0k
Johan Jeuring Netherlands	23	1.0k 1.9×	256 0.9×	125 0.5×	324 1.3×	233 1.1×	137	1.8k
Erik Barendsen Netherlands	11	152 0.3×	47 0.2×	175 0.7×	70 0.3×	150 0.7×	66	647
Michal Armoni Israel	20	194 0.4×	37 0.1×	321 1.2×	55 0.2×	682 3.2×	85	1.6k
Steven A. Wolfman United States	14	259 0.5×	30 0.1×	228 0.9×	51 0.2×	157 0.7×	46	885
Claus Brabrand Denmark	19	623 1.2×	29 0.1×	126 0.5×	128 0.5×	55 0.3×	60	1.1k
Owen Astrachan United States	19	208 0.4×	82 0.3×	104 0.4×	65 0.3×	228 1.1×	93	1.0k
Thomas L. Naps United States	19	235 0.4×	128 0.5×	98 0.4×	37 0.1×	593 2.8×	59	1.5k
Pierre Jouvelot France	15	377 0.7×	208 0.7×	26 0.1×	157 0.6×	95 0.5×	37	919
David Ginat Israel	16	148 0.3×	30 0.1×	82 0.3×	53 0.2×	245 1.2×	98	689
Y.T. Yu Hong Kong	12	132 0.2×	87 0.3×	122 0.5×	19 0.1×	110 0.5×	35	780

Countries citing papers authored by G. Brooks

Since Specialization

Citations

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

Fields of papers citing papers by G. Brooks

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of G. Brooks

This figure shows the co-authorship network connecting the top 25 collaborators of G. Brooks. A scholar is included among the top collaborators of G. Brooks 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 G. Brooks. G. Brooks 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:

11 of 11 papers shown

1.

Brooks, G.. (2007). Teachers as Readers and Writers and as Teachers of Reading and Writing. The Journal of Educational Research. 100(3). 177–191. 28 indexed citations

2.

Pressley, Michael, Ruth Wharton‐McDonald, Richard L. Allington, et al.. (2001). A Study of Effective First-Grade Literacy Instruction. Scientific Studies of Reading. 5(1). 35–58. 207 indexed citations

3.

McGill‐Franzen, Anne, Richard L. Allington, Linda Yokoi, & G. Brooks. (1999). Putting Books in the Classroom Seems Necessary But Not Sufficient. The Journal of Educational Research. 93(2). 67–74. 66 indexed citations

4.

Johnston, Peter H., et al.. (1998). Small Change: A Multilevel Study of the Implementation of Literature-Based Instruction. Peabody Journal of Education. 73(3). 81–103. 3 indexed citations

5.

Adams, Norman I., D. H. Bartley, G. Brooks, et al.. (1998). Revised ⁵ report on the algorithmic language scheme. ACM SIGPLAN Notices. 33(9). 26–76. 165 indexed citations

6.

Johnston, Peter H., et al.. (1998). Small Change: A Multilevel Study of the Implementation of Literature-Based Instruction. Peabody Journal of Education. 73(3-4). 81–103. 9 indexed citations

7.

Abelson, Hal, R. Kent Dybvig, Christopher T. Haynes, et al.. (1998). Revised5 Report on the Algorithmic Language Scheme. LISP and Symbolic Computation. 11(1). 7–105. 270 indexed citations

8.

Brooks, G.. (1997). Trends in Reading at Eight. 4 indexed citations

9.

Brooks, G., et al.. (1997). Access Denied: A Five-Year Study of Literacy Instruction Provided to Poor, Urban Elementary Children. Report Series 2.30.. 1 indexed citations

10.

Abelson, Hal, R. Kent Dybvig, Christopher T. Haynes, et al.. (1991). Revised ⁴ report on the algorithmic language scheme. IV(3). 1–55. 239 indexed citations

11.

Abelson, Hal, Norman I. Adams, D. H. Bartley, G. Brooks, & William Clinger. (1985). The Revised Revised Report on Scheme or an Uncommon Lisp. Defense Technical Information Center (DTIC). 18 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.

Explore authors with similar magnitude of impact