Marc Clarà

1.4k total citations
44 papers, 872 citations indexed

About

Marc Clarà is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Marc Clarà has authored 44 papers receiving a total of 872 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 20 papers in Developmental and Educational Psychology and 10 papers in Social Psychology. Recurrent topics in Marc Clarà's work include Innovative Teaching and Learning Methods (13 papers), Innovative Education and Learning Practices (9 papers) and Teacher Education and Leadership Studies (9 papers). Marc Clarà is often cited by papers focused on Innovative Teaching and Learning Methods (13 papers), Innovative Education and Learning Practices (9 papers) and Teacher Education and Leadership Studies (9 papers). Marc Clarà collaborates with scholars based in Spain, Australia and Chile. Marc Clarà's co-authors include Elena Barberà, Teresa Mauri Majós, Rosa Colomina Álvarez, Javier Onrubia, Nick Kelly, Jennifer A. Linder-VanBerschot, Patrick Alan Danaher, Benjamin Kehrwald, Ana Remesal and Tanya Machin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychologist and Teaching and Teacher Education.

In The Last Decade

Marc Clarà

43 papers receiving 804 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Marc Clarà Spain 15 612 189 167 136 93 44 872
Mary Rice United States 16 662 1.1× 144 0.8× 146 0.9× 237 1.7× 126 1.4× 92 931
Koen Lombaerts Belgium 16 668 1.1× 101 0.5× 398 2.4× 116 0.9× 82 0.9× 58 977
Minna Puustinen France 12 513 0.8× 167 0.9× 558 3.3× 83 0.6× 79 0.8× 24 904
Irina Verenikina Australia 13 462 0.8× 57 0.3× 194 1.2× 123 0.9× 50 0.5× 52 675
Lianjiang Jiang Hong Kong 23 648 1.1× 52 0.3× 265 1.6× 127 0.9× 54 0.6× 82 1.6k
Douglas McDougall Canada 14 688 1.1× 53 0.3× 184 1.1× 66 0.5× 42 0.5× 33 905
Russell Carpenter United States 6 447 0.7× 55 0.3× 182 1.1× 54 0.4× 44 0.5× 29 737
Susana Claro Chile 9 398 0.7× 74 0.4× 232 1.4× 157 1.2× 67 0.7× 29 885
Bernadette van Hout-Wolters Netherlands 12 500 0.8× 86 0.5× 404 2.4× 46 0.3× 19 0.2× 20 778
Peter Kahn United Kingdom 14 438 0.7× 60 0.3× 69 0.4× 30 0.2× 38 0.4× 44 645

Countries citing papers authored by Marc Clarà

Since Specialization
Citations

This map shows the geographic impact of Marc Clarà'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 Marc Clarà with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marc Clarà more than expected).

Fields of papers citing papers by Marc Clarà

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marc Clarà. 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 Marc Clarà. The network helps show where Marc Clarà may publish in the future.

Co-authorship network of co-authors of Marc Clarà

This figure shows the co-authorship network connecting the top 25 collaborators of Marc Clarà. A scholar is included among the top collaborators of Marc Clarà 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 Marc Clarà. Marc Clarà is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Clarà, Marc, Fernando Sánchez Lasheras, Leticia González-Blanco, et al.. (2023). An empirical staging model for schizophrenia using machine learning. European Psychiatry. 66(S1). S626–S627. 1 indexed citations
2.
Clarà, Marc, et al.. (2023). How teachers’ appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals. Teaching and Teacher Education. 130. 104166–104166. 2 indexed citations
3.
Clarà, Marc, et al.. (2022). Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Demands as a Protective Factor. Electronic Journal of Research in Educational Psychology. 20(57). 245–266. 3 indexed citations
4.
Clarà, Marc, et al.. (2022). Conceptualizing teacher resilience: a comprehensive framework to articulate the research field. Teachers and Teaching. 29(1). 105–117. 11 indexed citations
5.
6.
Kelly, Nick, et al.. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. ˜The œAustralian journal of teacher education. 44(3). 93–113. 70 indexed citations
7.
Clarà, Marc. (2019). Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry. Journal of the Learning Sciences. 28(3). 302–336. 14 indexed citations
8.
Machin, Tanya, Marc Clarà, & Patrick Alan Danaher. (2019). Traversing the doctorate: reflections and strategies from students, supervisors and administrators. 3 indexed citations
9.
Majós, Teresa Mauri, Marc Clarà, Rosa Colomina Álvarez, & Javier Onrubia. (2017). Educational assistance to improve reflective practice among student teachers. Electronic Journal of Research in Educational Psychology. 14(39). 287–309. 4 indexed citations
10.
Majós, Teresa Mauri, et al.. (2017). Ayudas al aprendizaje en tareas de escritura colaborativa con Moodle. Electronic Journal of Research in Educational Psychology. 9(25). 1103–1128. 5 indexed citations
11.
Onrubia, Javier, Teresa Mauri Majós, Rosa Colomina Álvarez, & Marc Clarà. (2016). Una propuesta para la enseñanza de la reflexión conjunta en el prácticum de maestro. RECERCAT (Consorci de Serveis Universitaris de Catalunya). 3 indexed citations
12.
Clarà, Marc. (2016). How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited. Educational Psychologist. 52(1). 50–62. 26 indexed citations
13.
Clarà, Marc. (2016). The Many Lives of the Word Perezhivanie. Mind Culture and Activity. 23(4). 339–342. 11 indexed citations
14.
Kelly, Nick, Marc Clarà, & Marlene A. Pratt. (2015). How to develop an online community for pre-service and early career teachers?. ASCILITE Publications. 486–490. 2 indexed citations
15.
Clarà, Marc, Nick Kelly, Teresa Mauri Majós, & Patrick Alan Danaher. (2015). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education. 45(1). 86–98. 7 indexed citations
16.
Clarà, Marc. (2014). What Is Reflection? Looking for Clarity in an Ambiguous Notion. Journal of Teacher Education. 66(3). 261–271. 162 indexed citations
17.
Clarà, Marc. (2014). Understanding teacher knowledge from a Cultural Psychology approach. Teaching and Teacher Education. 43. 110–119. 10 indexed citations
18.
Majós, Teresa Mauri & Marc Clarà. (2012). Ayuda educativa entre iguales en tareas de escritura colaborativa on-line un estudio de las relaciones entre Presencia Docente y Presencia Cognitiva. Culture and Education. 24(3). 337–350. 4 indexed citations
19.
Majós, Teresa Mauri, Marc Clarà, & Ana Remesal. (2011). La naturaleza del discurso en la escritura colaborativa online: intersubjetividad y elaboración del significado. Journal for the Study of Education and Development Infancia y Aprendizaje. 34(2). 219–233. 5 indexed citations
20.
Clarà, Marc & Teresa Mauri Majós. (2010). Una discusión sobre el conocimiento práctico y sus relaciones con el conocimiento teórico y la práctica. Journal for the Study of Education and Development Infancia y Aprendizaje. 33(2). 199–207. 11 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.

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Rankless by CCL
2026