Countries citing papers authored by Louis M. Gomez
Since
Specialization
Citations
This map shows the geographic impact of Louis M. Gomez'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 Louis M. Gomez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Louis M. Gomez more than expected).
This network shows the impact of papers produced by Louis M. Gomez. 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 Louis M. Gomez. The network helps show where Louis M. Gomez may publish in the future.
Co-authorship network of co-authors of Louis M. Gomez
This figure shows the co-authorship network connecting the top 25 collaborators of Louis M. Gomez.
A scholar is included among the top collaborators of Louis M. Gomez 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 Louis M. Gomez. Louis M. Gomez is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Goldman, Susan R., Cindy E. Hmelo‐Silver, Allison Hall, et al.. (2019). Technology-Mediated Teacher-Researcher Collaborations: Professional Learning Through Co-Design.. Ktisis at Cyprus University of Technology (Cyprus University of Technology).1 indexed citations
O’Day, Jennifer A., et al.. (2011). Education reform in New York City : ambitious change in the nation's most complex school system. Cambridge University Press eBooks.34 indexed citations
10.
Gomez, Louis M., et al.. (2010). The effectiveness of reading comprehension strategies in high school science classrooms. International Conference of Learning Sciences. 857–864.4 indexed citations
11.
Ratliff, Kristin R., et al.. (2010). Spatial intelligence and the research: practice challenge. International Conference of Learning Sciences. 556–563.4 indexed citations
12.
Rose, K. -G., et al.. (2004). Searching for Steven Spielberg: introducing iMovie to the high school English classroom: a closer look at what open-ended technology project designs can do to promote engaged learning. 609–609.1 indexed citations
Bouillion, Lisa & Louis M. Gomez. (2001). The case for considering cultural entailments and genres of attachment in the design of educational technologies. MIT Press eBooks. 331–348.3 indexed citations
Radinsky, Josh & Louis M. Gomez. (2000). Making sense of complex data: a framework for studying students' development of reflective inquiry dispositions.6 indexed citations
17.
Cumming, Geoff, et al.. (1999). Advanced research in computers and communications in education : new human abilities for the networked society.9 indexed citations
18.
Gomez, Louis M.. (1996). Establishing project-enhanced classrooms through design.3 indexed citations
Egan, Dennis E., Joel R. Remde, Thomas K. Landauer, Carol C. Lochbaum, & Louis M. Gomez. (1991). Acquiring information in books and superbooks. 3(3). 259–277.20 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.