Marco A. Muñoz
About
In The Last Decade
Marco A. Muñoz
59 papers receiving 475 citations
Peers
Comparison fields: 5 of 63
- Education 483
- Developmental and Educational Psychology 80
- Information Systems and Management 69
- Sociology and Political Science 56
- Information Systems 56
Countries citing papers authored by Marco A. Muñoz
This map shows the geographic impact of Marco A. Muñoz'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 Marco A. Muñoz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marco A. Muñoz more than expected).
Fields of papers citing papers by Marco A. Muñoz
This network shows the impact of papers produced by Marco A. Muñoz. 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 Marco A. Muñoz. The network helps show where Marco A. Muñoz may publish in the future.
Co-authorship network of co-authors of Marco A. Muñoz
This figure shows the co-authorship network connecting the top 25 collaborators of Marco A. Muñoz. A scholar is included among the top collaborators of Marco A. Muñoz 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 Marco A. Muñoz. Marco A. Muñoz is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Hold the Phone! High School Students' Perceptions of Mobile Phone Integration in the Classroom. | 34 |
| 2 | Multiple Measures of Teaching Effectiveness: Classroom Observations and Student Surveys as Predictors of Student Learning. | 2 |
| 3 | Professional Learning Communities Focusing on Results and Data-Use to Improve Student Learning: The Right Implementation Matters. | 5 |
| 4 | Building Research-Practice Partnerships as a District-Led Initiative: A High-Leverage Strategy for System Improvement | 5 |
| 5 | 18 | |
| 6 | Removing Non-Academic Barriers in Urban Schools: School-Linked Social Services | 1 |
| 7 | 14 | |
| 8 | 9 | |
| 9 | Exploring Teacher Effectiveness Using Hierarchical Linear Models: Student- and Classroom-Level Predictors and Cross-Year Stability in Elementary School Reading. | 16 |
| 10 | 32 | |
| 11 | Struggling Readers in Urban High Schools: Evaluating the Impact of Professional Development in Literacy | 4 |
| 12 | 17 | |
| 13 | Supplemental Educational Services as a Component of No Child Left Behind: A Mixed-Method Analysis of Its Impact on Student Achievement. | 2 |
| 14 | Evaluating the Impact of Departmentalization on Elementary School Students. | 8 |
| 15 | 17 | |
| 16 | IMPROVING READING IN HIGH SCHOOLS: OUTCOMES OF RAMP UP TO ADVANCED LITERACY IN A LARGE URBAN DISTRICT | 1 |
| 17 | 2 | |
| 18 | Finding the Right Fit. | 0 |
| 19 | 0 | |
| 20 | The Role of Occupational Training and Evaluation in the Learning Organization. | 2 |
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.