María Varelas

1.8k total citations
49 papers, 1.2k citations indexed

About

María Varelas is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, María Varelas has authored 49 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Education, 16 papers in Developmental and Educational Psychology and 11 papers in Sociology and Political Science. Recurrent topics in María Varelas's work include Science Education and Pedagogy (23 papers), Literacy, Media, and Education (11 papers) and Educational Strategies and Epistemologies (9 papers). María Varelas is often cited by papers focused on Science Education and Pedagogy (23 papers), Literacy, Media, and Education (11 papers) and Educational Strategies and Epistemologies (9 papers). María Varelas collaborates with scholars based in United States, United Kingdom and Cyprus. María Varelas's co-authors include Christine C. Pappas, Justine M. Kane, Danny Bernard Martin, Eli Tucker‐Raymond, Caitlin Donahue Wylie, John Settlage, David San Martín Segura, Felicia Moore Mensah, Daniel Morales‐Doyle and Corinna A. Ethington and has published in prestigious journals such as Psychological Review, Educational Researcher and Journal of Research in Science Teaching.

In The Last Decade

María Varelas

47 papers receiving 1.1k 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 Varelas United States 21 966 465 210 176 122 49 1.2k
Francesca M. Forzani United States 7 1.4k 1.5× 364 0.8× 309 1.5× 91 0.5× 84 0.7× 8 1.6k
Trish Stoddart United States 16 1.1k 1.2× 403 0.9× 185 0.9× 102 0.6× 163 1.3× 24 1.4k
Barbara J. Guzzetti United States 15 799 0.8× 565 1.2× 194 0.9× 171 1.0× 47 0.4× 42 1.1k
Christina Siry Luxembourg 17 534 0.6× 304 0.7× 100 0.5× 136 0.8× 37 0.3× 54 731
Jeffrey John Loughran Switzerland 9 1.1k 1.2× 279 0.6× 244 1.2× 72 0.4× 51 0.4× 43 1.3k
Randy Yerrick United States 16 820 0.8× 367 0.8× 92 0.4× 51 0.3× 157 1.3× 51 970
Gayle A. Buck United States 18 762 0.8× 309 0.7× 137 0.7× 45 0.3× 65 0.5× 61 1.0k
Seth A. Parsons United States 19 930 1.0× 379 0.8× 154 0.7× 132 0.8× 27 0.2× 69 1.2k
Christine C. Pappas United States 20 882 0.9× 733 1.6× 212 1.0× 338 1.9× 33 0.3× 52 1.3k
Hosun Kang United States 16 928 1.0× 423 0.9× 174 0.8× 41 0.2× 111 0.9× 26 1.3k

Countries citing papers authored by María Varelas

Since Specialization
Citations

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

Fields of papers citing papers by María Varelas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of María Varelas

This figure shows the co-authorship network connecting the top 25 collaborators of María Varelas. A scholar is included among the top collaborators of María Varelas 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 Varelas. María Varelas 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.
2.
Varelas, María, et al.. (2024). Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction. Research in Science & Technological Education. 42(1). 157–179. 3 indexed citations
3.
Varelas, María, et al.. (2024). Latinx students embodying justice‐centered science: Agency through imagining via the performing arts. Science Education. 108(3). 851–889. 4 indexed citations
4.
Woodard, Rebecca, et al.. (2024). ‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science. Literacy. 58(2). 167–177. 1 indexed citations
5.
6.
Woodard, Rebecca, et al.. (2023). “I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning. English Teaching Practice & Critique. 22(2). 163–176. 3 indexed citations
7.
Varelas, María, et al.. (2017). Community organizations’ programming and the development of community science teachers. Science Education. 102(1). 60–84. 23 indexed citations
8.
Varelas, María, Danny Bernard Martin, & Justine M. Kane. (2012). Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools. Human Development. 55(5-6). 319–339. 93 indexed citations
9.
Varelas, María. (2012). Identity Construction and Science Education Research. SensePublishers eBooks. 45 indexed citations
10.
Ye, Li, et al.. (2011). Subject-Matter Experts in Urban Schools. Urban Education. 46(4). 845–879. 12 indexed citations
11.
Varelas, María, Justine M. Kane, & Caitlin Donahue Wylie. (2011). Young African American children's representations of self, science, and school: Making sense of difference. Science Education. 95(5). 824–851. 38 indexed citations
12.
Plotnick, Roy E., et al.. (2009). An Integrated Earth Science, Astronomy, and Physics Course for Elementary Education Majors. Journal of Geoscience Education. 57(2). 152–158. 10 indexed citations
13.
Varelas, María, et al.. (2008). Inquiry and Connections in Integrated Science Content Courses for Elementary Education Majors.. The journal of college science teaching. 37(5). 40–47. 13 indexed citations
14.
Varelas, María, et al.. (2008). Methods and Strategies:Students as Authors.. Science and Children. 45(7). 58–62. 7 indexed citations
15.
Varelas, María, et al.. (2008). Curricular orientations, experiences, and actions: Graduate students in science and mathematics fields work in urban high school classrooms. Journal of Research in Science Teaching. 46(1). 1–26. 8 indexed citations
16.
Varelas, María & Christine C. Pappas. (2006). Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language. Cognition and Instruction. 24(2). 211–259. 83 indexed citations
17.
Varelas, María, et al.. (2001). Examining Language To Capture Scientific Understandings: The Case of the Water Cycle.. Science and Children. 38(7). 26–29. 8 indexed citations
18.
Varelas, María. (1997). Third and fourth graders' conceptions of repeated trials and best representatives in science experiments. Journal of Research in Science Teaching. 34(9). 853–872. 13 indexed citations
19.
Varelas, María. (1996). Between theory and data in a Seventh‐grade science class. Journal of Research in Science Teaching. 33(3). 229–263. 5 indexed citations
20.
Varelas, María, et al.. (1993). Semiotic aspects of cognitive development: Illustrations from early mathematical cognition.. Psychological Review. 100(3). 420–431. 21 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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