Julie Noble
- Education top 5%
- Experimental and Cognitive Psychology
- Social Psychology
- Developmental and Educational Psychology
- Public Health, Environmental and Occupational Health
- Co-authors
- Richard SawyerBernard M. FrankYelena PerkhounkovaMary PommerichMark A. DavenportA. F. AshmanDouglas PowellWilliam L. Roberts
- Topics
- Education Systems and Policy (14 papers)Higher Education Research Studies (10 papers)Educational Assessment and Pedagogy (7 papers)
- Journals
- Journal of Personality and Social PsychologyJournal of college student developmentThe Journal of Experimental Education
- Partner nations
- United StatesAustralia
In The Last Decade
Julie Noble
34 papers receiving 215 citations
Peers
Comparison fields: 5 of 62
- Education 210
- Experimental and Cognitive Psychology 42
- Social Psychology 34
- Developmental and Educational Psychology 34
- Public Health, Environmental and Occupational Health 29
Countries citing papers authored by Julie Noble
This map shows the geographic impact of Julie Noble'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 Julie Noble with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Julie Noble more than expected).
Fields of papers citing papers by Julie Noble
This network shows the impact of papers produced by Julie Noble. 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 Julie Noble. The network helps show where Julie Noble may publish in the future.
Co-authorship network of co-authors of Julie Noble
This figure shows the co-authorship network connecting the top 25 collaborators of Julie Noble. A scholar is included among the top collaborators of Julie Noble 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 Julie Noble. Julie Noble is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Dual-Credit/Dual-Enrollment Coursework and Long-Term College Success in Texas. Issue Brief. | 2 |
| 2 | Differential Effects on Student Demographic Groups of Using ACT® College Readiness Assessment Composite Score, Act Benchmarks, and High School Grade Point Average for Predicting Long-Term College Success through Degree Completion. ACT Research Report Series, 2013 (5). | 2 |
| 3 | Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5). | 11 |
| 4 | Tracking 2003 ACT[R]-Tested High School Graduates: College Readiness, Enrollment, and Long-Term Success. ACT Research Report Series, 2012 (2). | 5 |
| 5 | Statistical Properties of Accountability Measures Based on ACT's Educational Planning and Assessment System. ACT Research Report Series, 2009-1. | 1 |
| 6 | Using Hierarchical Modeling to Examine Course Work and ACT Score Relationships across High Schools. ACT Research Report Series, 2007-2. | 4 |
| 7 | Student Achievement, Behavior, Perceptions, and Other Factors Affecting ACT Scores. ACT Research Report Series, 2006-1. | 5 |
| 8 | 0 | |
| 9 | Is High School GPA Better than Admission Test Scores for Predicting Academic Success in College | 50 |
| 10 | Factors Influencing Differential Performance on Higher-Order Thinking Skills Tests. | 1 |
| 11 | The Effects of Alternative Interpretations of Incomplete and Withdrawal Grades on Course Placement Validity Indices. | 2 |
| 12 | A Comparison of Two Approaches for Measuring Educational Growth from CTBS and P-ACT+ Scores. | 0 |
| 13 | The Effects of Data Truncation on Estimated Validity Indices for Course Placement. ACT Research Report Series 92-3. | 1 |
| 14 | 3 | |
| 15 | Predicting Grades in College Freshman English and Mathematic Courses. | 8 |
| 16 | Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment. ACT Research Report Series 89-5. | 7 |
| 17 | Estimating Reading Skill from ACT Assessment Scores. | 0 |
| 18 | 3 | |
| 19 | Cognitive restructuring and verbal problem solving : field independence and the solution of word and nonword anagrams | 1 |
| 20 | 8 |
About Julie Noble
Julie Noble is a scholar working on Research and Theory, Education and Architecture, having authored 41 papers that have together received 296 indexed citations. Recurring topics across this work include Education Systems and Policy (14 papers), Higher Education Research Studies (10 papers) and Educational Assessment and Pedagogy (7 papers). The work is most often cited by research in Education (210 citations), Computer Science Applications (21 citations) and Research and Theory (3 citations). Julie Noble has collaborated with scholars based in United States and Australia. Frequent co-authors include Richard Sawyer, Bernard M. Frank, Yelena Perkhounkova, Mary Pommerich, Mark A. Davenport, A. F. Ashman, Douglas Powell, William L. Roberts, Wayne J. Camara and Gerald W. McLaughlin. Their work appears in journals such as Journal of Personality and Social Psychology, Journal of college student development and The Journal of Experimental Education.
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.