Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Learning, Teaching, and Scholarship in a Digital Age
2009696 citationsChristine Greenhow, Joan E. Hughes et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Joan E. Hughes
Since
Specialization
Citations
This map shows the geographic impact of Joan E. Hughes'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 Joan E. Hughes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joan E. Hughes more than expected).
This network shows the impact of papers produced by Joan E. Hughes. 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 Joan E. Hughes. The network helps show where Joan E. Hughes may publish in the future.
Co-authorship network of co-authors of Joan E. Hughes
This figure shows the co-authorship network connecting the top 25 collaborators of Joan E. Hughes.
A scholar is included among the top collaborators of Joan E. Hughes 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 Joan E. Hughes. Joan E. Hughes is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hughes, Joan E.. (2019). Learning across Boundaries: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem.. Contemporary issues in technology and teacher education. 19(1). 62–96.3 indexed citations
Hughes, Joan E., et al.. (2017). Use Project-Based Learning and Social Media to Improve K-12 Digital Literacy Education. Society for Information Technology & Teacher Education International Conference. 1624–1626.1 indexed citations
6.
Hughes, Joan E., et al.. (2017). iTeachSTEM: Technological Edgework in High School Teachers' iPad Adoption.. Research in the schools. 24(1). 45–62.2 indexed citations
7.
Hughes, Joan E., et al.. (2016). Technological Modeling: Faculty Use of Technologies in Preservice Teacher Education from 2004 to 2012.. 16(2). 184–207.12 indexed citations
8.
Hughes, Joan E., et al.. (2014). Preservice Teachers' Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012. The Journal of Technology and Teacher Education. 2014(1). 1256–1261.14 indexed citations
9.
Hughes, Joan E., et al.. (2011). A Framework for Action: Intervening to Increase Adoption of Transformative Web 2.0 Learning Resources.. Educational Technology archive. 51(2). 53–61.11 indexed citations
10.
Hughes, Joan E., et al.. (2009). Collaboration and Learning with Wikis in Post-Secondary Classrooms. 8(1). 63–82.38 indexed citations
11.
Hughes, Joan E.. (2008). The Development of Teacher TPCK by Instructional Approach: Tools, Videocase, and Problems of Practice. Society for Information Technology & Teacher Education International Conference. 2008(1). 5227–5234.2 indexed citations
12.
Greenhow, Christine, Sara Dexter, & Joan E. Hughes. (2008). Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making. Science education international. 19(1). 9–25.20 indexed citations
13.
Hughes, Joan E., Ruth Thomas, & Cassandra Scharber. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework. Society for Information Technology & Teacher Education International Conference. 2006(1). 1616–1620.86 indexed citations
14.
Hughes, Joan E.. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. The Journal of Technology and Teacher Education. 13(2). 277–302.299 indexed citations
15.
Hughes, Joan E., et al.. (2005). School Technology Leadership: Theory to Practice. Academic exchange quarterly. 9(2). 51–55.6 indexed citations
16.
Hughes, Joan E., et al.. (2005). A Bridge to Success: STLI--In that No Man's Land between School Technology and Effective Leadership, the University of Minnesota's School Technology Leadership Initiative Is a Welcoming Bridge.. THE journal. 32(11). 20.3 indexed citations
17.
Hughes, Joan E.. (2004). Technology Learning Principles for Preservice and In-service Teacher Education. Contemporary issues in technology and teacher education. 4(3). 345–362.30 indexed citations
18.
Ferdig, Richard E., Joan E. Hughes, & P. David Pearson. (1998). Reading Classroom Explorer: Video streaming models of excellence.. WebNet. 157(5). 33–4.
19.
Moore, Bruce, et al.. (1997). The Australian concise Oxford dictionary of current English. Oxford University Press eBooks.3 indexed citations
20.
Hughes, Joan E.. (1984). The Best years? : reflections of school leavers in the 1980s.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.