Marilyn P. Arnone
About
In The Last Decade
Marilyn P. Arnone
30 papers receiving 327 citations
Peers
Comparison fields: 5 of 70
- Education 165
- Experimental and Cognitive Psychology 108
- Developmental and Educational Psychology 83
- Information Systems 81
- Sociology and Political Science 60
Countries citing papers authored by Marilyn P. Arnone
This map shows the geographic impact of Marilyn P. Arnone'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 Marilyn P. Arnone with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marilyn P. Arnone more than expected).
Fields of papers citing papers by Marilyn P. Arnone
This network shows the impact of papers produced by Marilyn P. Arnone. 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 Marilyn P. Arnone. The network helps show where Marilyn P. Arnone may publish in the future.
Co-authorship network of co-authors of Marilyn P. Arnone
This figure shows the co-authorship network connecting the top 25 collaborators of Marilyn P. Arnone. A scholar is included among the top collaborators of Marilyn P. Arnone 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 Marilyn P. Arnone. Marilyn P. Arnone is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 25 | |
| 2 | Are self-perception measures used in school library research transferable to the context of public library summer reading programs? | 1 |
| 3 | 1 | |
| 4 | WebCHECK: The Website Evaluation Instrument. | 4 |
| 5 | APPLICATION OF THE CONSENSUAL ASSESSMENT TECHNIQUE IN 21ST CENTURY TECHNOLOGY-PERVASIVE LEARNING ENVIRONMENTS | 3 |
| 6 | AMBIENT AND EMERGENT LEARNING WITH WIRELESS GRID TECHNOLOGIES | 1 |
| 7 | Social interactions with wireless grids: Conceptualizing 21 st century ambient information society | 3 |
| 8 | Ambient intelligence with wireless grid enabled applications: a case study of the launch and first use experience of wejay social radio in education | 4 |
| 9 | Curiosity, Interest, and Engagement in Technology-Pervasive Learning Environments: A New Research Agenda | 1 |
| 10 | Creative Reading: The Antidote to Readicide. | 9 |
| 11 | How Do School Librarians Perceive Dispositions for Learning and Social Responsibility | 2 |
| 12 | Empirical Support for the Integration of Dispositions in Action and Multiple Literacies into AASL’s Standards for the 21st Century Learner | 2 |
| 13 | 4 | |
| 14 | Motivation Power: Exciting Kids about Research. | 1 |
| 15 | S.O.S. for Information Literacy: A Tool for Improving Research and Information Skills Instruction. | 1 |
| 16 | 4 | |
| 17 | Evaluating the Motivational Effectiveness of Children's Websites. | 22 |
| 18 | WWW Motivation Mining: Finding Treasures for Teaching Evaluation Skills, Grades 1-6 | 1 |
| 19 | Motivation mining: Prospecting the web | 4 |
| 20 | Arousing and Sustaining Curiosity: Lessons from the ARCS Model | 7 |
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.