This map shows the geographic impact of Jason Ravitz'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 Jason Ravitz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jason Ravitz more than expected).
This network shows the impact of papers produced by Jason Ravitz. 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 Jason Ravitz. The network helps show where Jason Ravitz may publish in the future.
Co-authorship network of co-authors of Jason Ravitz
This figure shows the co-authorship network connecting the top 25 collaborators of Jason Ravitz.
A scholar is included among the top collaborators of Jason Ravitz 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 Jason Ravitz. Jason Ravitz is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ravitz, Jason, et al.. (2012). Extended Professional Development in Project-Based Learning: Impacts on 21st Century Skills Teaching and Student Achievement..29 indexed citations
7.
Ravitz, Jason. (2009). Summarizing Findings and Looking Ahead to a New Generation of PBL Research.19 indexed citations
8.
Smith, Thomas M. & Jason Ravitz. (2008). Problem Based Learning in College Economics. Academic exchange quarterly. 12(1). 22.1 indexed citations
9.
Ravitz, Jason. (2008). Project Based Learning as a Catalyst in Reforming High Schools..27 indexed citations
Ravitz, Jason. (2003). Balancing Teachers' Willingness to Change with Classroom Realities: Moving Towards and Error Model in Professional Development Research. Society for Information Technology & Teacher Education International Conference. 2003(1). 763–766.3 indexed citations
12.
Ravitz, Jason, et al.. (2003). What's School Got to Do with It? Cautionary Tales about Correlations between Student Computer Use and Academic Achievement.. American Educational Research Association Annual Meeting. 2003(1).19 indexed citations
13.
Ravitz, Jason. (2002). A distance scholarship model for teaching and learning about technology supported assessments. Society for Information Technology & Teacher Education International Conference. 2002(1). 2393–2394.1 indexed citations
14.
Ravitz, Jason & John R. Mergendoller. (2002). Making the Dismal Science Relevant with Projects and Handheld Computers. Society for Information Technology & Teacher Education International Conference. 2002(1). 2206–2206.
15.
Ravitz, Jason & John R. Mergendoller. (2002). Technology Use and Achievement in Idaho Schools: A State Wide Study of Schools, Teachers and Students. Final Evaluation Report..4 indexed citations
Ravitz, Jason, et al.. (2001). Teaching, Learning and Computing: What Teachers Say. EdMedia: World Conference on Educational Media and Technology. 2001(1). 708–713.6 indexed citations
18.
Ravitz, Jason. (1999). Conditions that facilitate teacher Internet use in schools with high internet connectivity : A national survey. UMI eBooks. 1–235.10 indexed citations
Becker, Henry Jay, et al.. (1999). Teacher and Teacher-Directed Student Use of Computers and Software. Teaching, Learning, and Computing: 1998 National Survey. Report #3..59 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.