María E. Torres‐Guzmán

518 total citations
24 papers, 246 citations indexed

About

María E. Torres‐Guzmán is a scholar working on Linguistics and Language, Education and Literature and Literary Theory. According to data from OpenAlex, María E. Torres‐Guzmán has authored 24 papers receiving a total of 246 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Linguistics and Language, 11 papers in Education and 10 papers in Literature and Literary Theory. Recurrent topics in María E. Torres‐Guzmán's work include Multilingual Education and Policy (11 papers), Second Language Learning and Teaching (10 papers) and EFL/ESL Teaching and Learning (5 papers). María E. Torres‐Guzmán is often cited by papers focused on Multilingual Education and Policy (11 papers), Second Language Learning and Teaching (10 papers) and EFL/ESL Teaching and Learning (5 papers). María E. Torres‐Guzmán collaborates with scholars based in United States and Spain. María E. Torres‐Guzmán's co-authors include Bertha Pérez, Tove Skutnabb‐Kangas, Ofelia Garcı́a, Milagros Castillo‐Montoya, Sharon Chang, Carmen M. Martínez-Roldán, A. Lin Goodwin, Isabel Cuevas, Patricia Martínez-Álvarez and Tatyana Kleyn and has published in prestigious journals such as Harvard Educational Review, Teachers College Record The Voice of Scholarship in Education and Journal of Teacher Education.

In The Last Decade

María E. Torres‐Guzmán

23 papers receiving 201 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
María E. Torres‐Guzmán United States 9 133 125 108 85 44 24 246
Judy Sharkey United States 9 88 0.7× 170 1.4× 122 1.1× 108 1.3× 37 0.8× 16 272
Jolynn Asato United States 5 163 1.2× 169 1.4× 96 0.9× 68 0.8× 84 1.9× 7 285
Constance L. Walker United States 9 96 0.7× 171 1.4× 149 1.4× 154 1.8× 55 1.3× 23 333
Malba Barahona Chile 11 61 0.5× 151 1.2× 128 1.2× 146 1.7× 15 0.3× 25 281
Tasha Tropp Laman United States 10 129 1.0× 178 1.4× 175 1.6× 94 1.1× 104 2.4× 29 342
Tatyana Kleyn United States 8 253 1.9× 182 1.5× 172 1.6× 128 1.5× 65 1.5× 17 378
Stella Granville South Africa 7 66 0.5× 130 1.0× 169 1.6× 80 0.9× 53 1.2× 11 275
Johanna Ennser‐Kananen Finland 9 119 0.9× 116 0.9× 118 1.1× 92 1.1× 53 1.2× 27 255
Ana Ferreira Portugal 2 66 0.5× 77 0.6× 134 1.2× 180 2.1× 19 0.4× 9 239
Carmen M. Martínez-Roldán United States 9 276 2.1× 157 1.3× 244 2.3× 151 1.8× 87 2.0× 15 415

Countries citing papers authored by María E. Torres‐Guzmán

Since Specialization
Citations

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

Fields of papers citing papers by María E. Torres‐Guzmán

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by María E. Torres‐Guzmán. 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 María E. Torres‐Guzmán. The network helps show where María E. Torres‐Guzmán may publish in the future.

Co-authorship network of co-authors of María E. Torres‐Guzmán

This figure shows the co-authorship network connecting the top 25 collaborators of María E. Torres‐Guzmán. A scholar is included among the top collaborators of María E. Torres‐Guzmán 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 María E. Torres‐Guzmán. María E. Torres‐Guzmán 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.
Chang, Sharon, Carmen M. Martínez-Roldán, & María E. Torres‐Guzmán. (2021). The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention. Mind Culture and Activity. 28(1). 44–60. 8 indexed citations
2.
Chang, Sharon, María E. Torres‐Guzmán, & Hansun Zhang Waring. (2020). Experiencing critical language awareness as a collective struggle: methodological innovations in language awareness workshops. Language Learning Journal. 48(3). 356–369. 10 indexed citations
3.
Chang, Sharon, Carmen M. Martínez-Roldán, & María E. Torres‐Guzmán. (2020). Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention. Methodological Innovations. 13(2). 7 indexed citations
4.
Torres‐Guzmán, María E., et al.. (2016). ‘Now I see how my students feel’: expansive learning in a language awareness workshop. Language Awareness. 25(3). 222–240. 4 indexed citations
5.
Torres‐Guzmán, María E.. (2015). Freedom at Work.
6.
Castillo‐Montoya, Milagros & María E. Torres‐Guzmán. (2012). Thriving in Our Identity and in the Academy: Latina Epistemology as a Core Resource. Harvard Educational Review. 82(4). 540–558. 20 indexed citations
7.
Torres‐Guzmán, María E.. (2011). Methodologies and teacher stances: how do they interact in classrooms?. International Journal of Bilingual Education and Bilingualism. 14(2). 225–241. 4 indexed citations
8.
Torres‐Guzmán, María E., et al.. (2011). “El Euskera a Mi Me Gusta”: Parental Attitudes of Basque Country Immigrants. The New Educator. 7(1). 44–65. 3 indexed citations
9.
Torres‐Guzmán, María E., et al.. (2009). Global Perspectives on Multilingualism: Unity in Diversity.. Teachers College Press eBooks. 7 indexed citations
10.
Torres‐Guzmán, María E., et al.. (2006). Teacher Study Groups: In Search of Teaching Freedom. The New Educator. 2(3). 207–226. 8 indexed citations
11.
Garcı́a, Ofelia, Tove Skutnabb‐Kangas, & María E. Torres‐Guzmán. (2006). Imagining Multilingual Schools. Multilingual Matters eBooks. 56 indexed citations
12.
Torres‐Guzmán, María E., et al.. (2005). Modelo B/Dual Language Programmes in the Basque Country and the USA. International Journal of Bilingual Education and Bilingualism. 8(6). 506–528. 12 indexed citations
13.
Pérez, Bertha & María E. Torres‐Guzmán. (2002). Learning in two worlds : an integrated Spanish/English biliteracy approach. Allyn and Bacon eBooks. 46 indexed citations
14.
Brisk, María Estela, et al.. (2002). Editors’ Introduction. Bilingual Research Journal. 26(1). v–vii. 1 indexed citations
15.
Torres‐Guzmán, María E., et al.. (2002). Defining and Documenting Success for Bilingual Learners: A Collective Case Study. Bilingual Research Journal. 26(1). 23–44. 6 indexed citations
16.
Torres‐Guzmán, María E. & Robert T. Carter. (2000). Looking at Self as the Critical Element for Change in Multicultural Education: Pushing at the Seams of Theory, Research, and Practice—Part I. Teachers College Record The Voice of Scholarship in Education. 102(5). 861–863. 2 indexed citations
17.
Torres‐Guzmán, María E. & Robert T. Carter. (2000). For The Record: Looking at Self as the Critical Element for Change in Multicultural Education: Pushing at the Seams of Theory, Research, and Practice-Part II. Teachers College Record The Voice of Scholarship in Education. 102(6). 949–952. 2 indexed citations
18.
Torres‐Guzmán, María E.. (1995). Bilingual Education: Politics, Practice, Research. Teachers College Record The Voice of Scholarship in Education. 96(3). 590–592. 6 indexed citations
19.
Torres‐Guzmán, María E. & A. Lin Goodwin. (1995). Urban Bilingual Teachers and Mentoring for the Future. Education and Urban Society. 28(1). 48–66. 9 indexed citations
20.
Torres‐Guzmán, María E.. (1994). Language Minorities: Moving from the Periphery to the Center?. The Educational Forum. 58(4). 409–420. 1 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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