Gili Marbach‐Ad
About
In The Last Decade
Gili Marbach‐Ad
70 papers receiving 1.6k citations
Peers
Comparison fields: 5 of 107
- Education 1.3k
- Developmental and Educational Psychology 493
- Molecular Biology 259
- Social Psychology 177
- Biomedical Engineering 139
Countries citing papers authored by Gili Marbach‐Ad
This map shows the geographic impact of Gili Marbach‐Ad'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 Gili Marbach‐Ad with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gili Marbach‐Ad more than expected).
Fields of papers citing papers by Gili Marbach‐Ad
This network shows the impact of papers produced by Gili Marbach‐Ad. 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 Gili Marbach‐Ad. The network helps show where Gili Marbach‐Ad may publish in the future.
Co-authorship network of co-authors of Gili Marbach‐Ad
This figure shows the co-authorship network connecting the top 25 collaborators of Gili Marbach‐Ad. A scholar is included among the top collaborators of Gili Marbach‐Ad 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 Gili Marbach‐Ad. Gili Marbach‐Ad is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 4 | |
| 3 | 4 | |
| 4 | 77 | |
| 5 | Science Teaching Beliefs and Reported Approaches Within a Research University: Perspectives from Faculty, Graduate Students, and Undergraduates | 11 |
| 6 | New Instructor Teaching Experience in a Research-Intensive University: Implications for Professional Development | 3 |
| 7 | 10 | |
| 8 | Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors. | 2 |
| 9 | Incorporating a Literature-Based Learning Approach into a Lab Course to Increase Student Understanding. | 5 |
| 10 | 6 | |
| 11 | MathBench Biology Modules: Web-Based Math for All Biology Undergraduates. | 7 |
| 12 | Beliefs and Reported Science Teaching Practices of Elementary andMiddle School Teacher Education Majors from A Historically BlackCollege/University and a Predominately White College/University | 2 |
| 13 | What Should Life-Science Students Acquire in Their BSc Studies? Faculty and Student Perspectives. | 2 |
| 14 | 1 | |
| 15 | Using the Concept Map Technique in Teaching Introductory Cell Biology to College Freshmen. | 14 |
| 16 | Creating Direct Channels of Communication: Fostering Interaction with E-mail and In-class Notes. | 7 |
| 17 | Student Attitudes and Recommendations on Active Learning: A Student-Led Survey Gauging Course Effectiveness. | 13 |
| 18 | 169 | |
| 19 | Good Science Begins with Good Questions: Answering the Need for High-Level Questions in Science. | 19 |
| 20 | The Benefits of Out-of-Class Group Study for Improving Student Performance on Exams: A Comparison of Outcomes in Active-Learning and Traditional College Biology Classes. | 11 |
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.