James E. Tarr

1.1k total citations
27 papers, 461 citations indexed

About

James E. Tarr is a scholar working on Education, Statistics and Probability and Modeling and Simulation. According to data from OpenAlex, James E. Tarr has authored 27 papers receiving a total of 461 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 15 papers in Statistics and Probability and 4 papers in Modeling and Simulation. Recurrent topics in James E. Tarr's work include Mathematics Education and Teaching Techniques (21 papers), Statistics Education and Methodologies (13 papers) and Educational Assessment and Pedagogy (8 papers). James E. Tarr is often cited by papers focused on Mathematics Education and Teaching Techniques (21 papers), Statistics Education and Methodologies (13 papers) and Educational Assessment and Pedagogy (8 papers). James E. Tarr collaborates with scholars based in United States, Australia and Vietnam. James E. Tarr's co-authors include Óscar Chávez, Bárbara J. Reys, Robert E. Reys, Douglas A. Grouws, Graham A. Jones, Hollylynne S. Lee, Dũng Trần, Carol A. Thornton, David Barker and Corey Webel and has published in prestigious journals such as Journal for Research in Mathematics Education, The Journal of Mathematical Behavior and School Science and Mathematics.

In The Last Decade

James E. Tarr

24 papers receiving 394 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
James E. Tarr United States 12 390 260 52 30 26 27 461
Tad Watanabe United States 12 444 1.1× 222 0.9× 89 1.7× 32 1.1× 43 1.7× 38 490
Óscar Chávez United States 8 304 0.8× 128 0.5× 60 1.2× 18 0.6× 27 1.0× 12 354
Seán Delaney San Marino 5 394 1.0× 148 0.6× 50 1.0× 17 0.6× 44 1.7× 6 432
Fou-Lai Lin Taiwan 7 322 0.8× 91 0.3× 64 1.2× 23 0.8× 18 0.7× 11 353
Anne Thwaites United Kingdom 8 516 1.3× 225 0.9× 59 1.1× 14 0.5× 39 1.5× 11 538
Pang Jeongsuk South Korea 9 345 0.9× 108 0.4× 77 1.5× 12 0.4× 39 1.5× 77 393
Noleine Fitzallen Australia 10 250 0.6× 154 0.6× 33 0.6× 17 0.6× 12 0.5× 56 361
Dawn Berk United States 7 453 1.2× 132 0.5× 82 1.6× 27 0.9× 30 1.2× 13 499
Peter Huckstep United Kingdom 7 458 1.2× 208 0.8× 44 0.8× 12 0.4× 39 1.5× 15 492
Cynthia W. Langrall United States 13 505 1.3× 453 1.7× 68 1.3× 17 0.6× 96 3.7× 34 639

Countries citing papers authored by James E. Tarr

Since Specialization
Citations

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

Fields of papers citing papers by James E. Tarr

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by James E. Tarr. 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 James E. Tarr. The network helps show where James E. Tarr may publish in the future.

Co-authorship network of co-authors of James E. Tarr

This figure shows the co-authorship network connecting the top 25 collaborators of James E. Tarr. A scholar is included among the top collaborators of James E. Tarr 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 James E. Tarr. James E. Tarr 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.
Webel, Corey, et al.. (2023). Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments. Journal of Mathematics Teacher Education. 28(3). 491–521. 1 indexed citations
2.
Tarr, James E., et al.. (2020). Secondary Teachers’ Knowledge Structures for Measures of Center, Spread & Shape of Distribution Supporting their Statistical Reasoning. International Journal of Education in Mathematics Science and Technology. 8(2). 146–146. 5 indexed citations
3.
Trần, Dũng & James E. Tarr. (2017). Examination of Bivariate Data Tasks in US High School Textbooks Through the Statistical Investigation and Cognitive Demands Frameworks. International Journal of Science and Mathematics Education. 16(8). 1581–1603. 7 indexed citations
4.
Shih, Jeffrey C., et al.. (2013). HOW MANY CLASSROOM OBSERVATIONS ARE SUFFICIENT?: Empirical Findings in the Context of a Longitudinal Study. 8(2). 41–49. 1 indexed citations
5.
Grouws, Douglas A., et al.. (2013). Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations. Journal for Research in Mathematics Education. 44(2). 416–463. 45 indexed citations
6.
Tarr, James E., Karen Hollebrands, Kathryn B. Chval, et al.. (2013). New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications. Journal for Research in Mathematics Education. 44(2). 340–352. 2 indexed citations
7.
Tarr, James E., et al.. (2013). The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses. Journal for Research in Mathematics Education. 44(4). 683–729. 27 indexed citations
8.
Heck, Daniel J., James E. Tarr, Karen Hollebrands, et al.. (2012). Reporting Research for Practitioners: Proposed Guidelines. Journal for Research in Mathematics Education. 43(2). 126–143.
9.
Rasmussen, Chris, et al.. (2011). Trends and Issues in High School Mathematics: Research Insights and Needs. Journal for Research in Mathematics Education. 42(3). 204–219. 5 indexed citations
10.
Tarr, James E., et al.. (2010). Identification of Student- and Teacher-Level Variables in Modeling Variation of Mathematics Achievement Data.. 4 indexed citations
11.
Tarr, James E., et al.. (2010). Conceptualizing and Measuring Fidelity of Implementation of Secondary Mathematics Textbooks: Results of a Three-Year Study. 9 indexed citations
12.
Tarr, James E., et al.. (2007). An Examination of the Levels of Cognitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks.. Statistics Education Research Journal. 6(2). 4–27. 46 indexed citations
13.
Chval, Kathryn B., Robert E. Reys, Bárbara J. Reys, James E. Tarr, & Óscar Chávez. (2006). Pressures to improve student performance: A context that both urges and impedes school-based research. Journal for Research in Mathematics Education. 37(3). 158–166. 10 indexed citations
14.
Tarr, James E., Óscar Chávez, Robert E. Reys, & Bárbara J. Reys. (2006). From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn. School Science and Mathematics. 106(4). 191–201. 87 indexed citations
15.
Tarr, James E., et al.. (2006). Selecting High-Quality Mathematics Textbooks. Mathematics Teaching in the Middle School. 12(1). 50–54. 12 indexed citations
16.
Tarr, James E.. (2002). Principles and Standards (2002): April 2002. Teaching Children Mathematics. 8(8). 482–487. 4 indexed citations
17.
Tarr, James E., et al.. (2001). Middle school students' understanding of the role sample size plays in experimental probability. The Journal of Mathematical Behavior. 20(2). 229–245. 11 indexed citations
18.
19.
Jones, Graham A., Carol A. Thornton, Cynthia W. Langrall, & James E. Tarr. (1999). Understanding Students' Probabilistic Reasoning. 13 indexed citations
20.
Tarr, James E. & Graham A. Jones. (1997). A framework for assessing middle school students’ thinking in conditional probability and independence. Mathematics Education Research Journal. 9(1). 39–59. 25 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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