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 to observe: using video to improve preservice mathematics teachers’ ability to notice
This map shows the geographic impact of Jon R. Star'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 Jon R. Star with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jon R. Star more than expected).
This network shows the impact of papers produced by Jon R. Star. 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 Jon R. Star. The network helps show where Jon R. Star may publish in the future.
Co-authorship network of co-authors of Jon R. Star
This figure shows the co-authorship network connecting the top 25 collaborators of Jon R. Star.
A scholar is included among the top collaborators of Jon R. Star 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 Jon R. Star. Jon R. Star is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Star, Jon R., et al.. (2018). Flexibilidad matemática y resolución de ecuaciones lineales. Uno: Revista de didáctica de las matematicas. 51–57.1 indexed citations
Star, Jon R., et al.. (2014). Assessing Implementation Fidelity: Challenges as Seen through the Lens of Two Experimental Studies.. Society for Research on Educational Effectiveness.1 indexed citations
15.
Lynch, Kathleen & Jon R. Star. (2013). Teachers' views about multiple strategies in middle and high schoolmathematics: Perceived advantages, disadvantages, and reported instructional practices. Mathematical Thinking and Learning.4 indexed citations
16.
Star, Jon R. & Kari Kokka. (2013). Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics. Digital Access to Scholarship at Harvard (DASH) (Harvard University). 14.1 indexed citations
17.
Durkin, Kelley, Courtney Pollack, Jon R. Star, & Bethany Rittle‐Johnson. (2012). Differences in fidelity of implementation measures: What videos and surveys reveal about algebra instruction. Society for Research on Educational Effectiveness.1 indexed citations
18.
Rittle‐Johnson, Bethany, Jon R. Star, & Kelley Durkin. (2012). Developing procedural flexibility: When should multiple solution procedures be introduced?. British Journal of Educational Psychology.1 indexed citations
19.
Star, Jon R., et al.. (2008). Using Broadcast Television to Remediate Adult Learners' Mathematical Attitudes and Understandings. International journal of instructional media. 35(1). 17.
20.
Uttal, David H., Judy S. DeLoache, Jennifer A. Kaminski, et al.. (2007). Fostering Transfer of Knowledge in Education Settings. eScholarship (California Digital Library). 29(29).4 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.