Mark C. Hogrebe

525 total citations
23 papers, 378 citations indexed

About

Mark C. Hogrebe is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Mark C. Hogrebe has authored 23 papers receiving a total of 378 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 6 papers in Sociology and Political Science and 6 papers in Developmental and Educational Psychology. Recurrent topics in Mark C. Hogrebe's work include School Choice and Performance (8 papers), Urban, Neighborhood, and Segregation Studies (5 papers) and Educational Strategies and Epistemologies (3 papers). Mark C. Hogrebe is often cited by papers focused on School Choice and Performance (8 papers), Urban, Neighborhood, and Segregation Studies (5 papers) and Educational Strategies and Epistemologies (3 papers). Mark C. Hogrebe collaborates with scholars based in United States and Zambia. Mark C. Hogrebe's co-authors include William F. Tate, Sherrie L. Nist, Isadore Newman, Regina F. Frey, Shawn P. Shields, William M. Spees, Julie Riley, Stephen S. Fugita, Kenneth N. Wexley and Michele L. Simpson and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Psychologist and Journal of Educational Psychology.

In The Last Decade

Mark C. Hogrebe

22 papers receiving 335 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mark C. Hogrebe United States 12 240 105 85 58 38 23 378
Sirkku Kupiainen Finland 8 213 0.9× 108 1.0× 37 0.4× 84 1.4× 46 1.2× 28 353
E. C. Wragg United Kingdom 11 437 1.8× 102 1.0× 99 1.2× 18 0.3× 34 0.9× 39 550
Kim K. Metcalf United States 10 309 1.3× 53 0.5× 56 0.7× 15 0.3× 29 0.8× 28 390
Joel Weiss Canada 8 170 0.7× 64 0.6× 64 0.8× 24 0.4× 25 0.7× 22 333
Anje Ros Netherlands 12 431 1.8× 155 1.5× 116 1.4× 27 0.5× 47 1.2× 24 574
Christian Brühwiler Switzerland 9 259 1.1× 70 0.7× 77 0.9× 59 1.0× 53 1.4× 38 373
Marcia B. Imbeau United States 8 472 2.0× 94 0.9× 53 0.6× 55 0.9× 26 0.7× 13 574
Antony Luby United Kingdom 4 305 1.3× 85 0.8× 61 0.7× 26 0.4× 42 1.1× 24 438
Stephen Roey United States 9 368 1.5× 78 0.7× 56 0.7× 60 1.0× 35 0.9× 18 488
Andrew Noyes United Kingdom 15 487 2.0× 47 0.4× 99 1.2× 77 1.3× 21 0.6× 52 606

Countries citing papers authored by Mark C. Hogrebe

Since Specialization
Citations

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

Fields of papers citing papers by Mark C. Hogrebe

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mark C. Hogrebe. 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 Mark C. Hogrebe. The network helps show where Mark C. Hogrebe may publish in the future.

Co-authorship network of co-authors of Mark C. Hogrebe

This figure shows the co-authorship network connecting the top 25 collaborators of Mark C. Hogrebe. A scholar is included among the top collaborators of Mark C. Hogrebe 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 Mark C. Hogrebe. Mark C. Hogrebe 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.
Hogrebe, Mark C. & William F. Tate. (2019). Residential Segregation Across Metro St. Louis School Districts: Examining the Intersection of Two Spatial Dimensions. AERA Open. 5(1). 8 indexed citations
2.
Brantmeier, Cindy, et al.. (2016). Living Language: Self‐Assessment, Oral Production, and Domestic Immersion. Foreign Language Annals. 49(2). 302–316. 14 indexed citations
3.
Sawyer, R. Keith, et al.. (2016). Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and Practice. 17(3). 555–568. 27 indexed citations
4.
Hogrebe, Mark C. & William F. Tate. (2013). Place, Poverty, and Algebra: A Statewide Comparative Spatial Analysis of Variable Relationships. SHILAP Revista de lepidopterología. 13 indexed citations
5.
Shields, Shawn P., et al.. (2012). A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation. Journal of Chemical Education. 89(8). 995–1000. 39 indexed citations
6.
Hogrebe, Mark C. & William F. Tate. (2012). Geospatial Perspective. Review of Research in Education. 36(1). 67–94. 25 indexed citations
7.
Tate, William F., et al.. (2012). Science and the City. Urban Education. 47(2). 399–433. 37 indexed citations
8.
Tate, William F. & Mark C. Hogrebe. (2011). From visuals to vision: using GIS to inform civic dialogue about African American males. Race Ethnicity and Education. 14(1). 51–71. 23 indexed citations
9.
Hogrebe, Mark C. & William F. Tate. (2010). School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency. Teachers College Record The Voice of Scholarship in Education. 112(4). 1096–1136. 27 indexed citations
10.
Hogrebe, Mark C., et al.. (2009). The Impact of Early Positive Results on a Mathematics and Science Partnership: The Experience of the Institute for Chemistry Literacy Through Computational Science. VCU Scholars Compass (Virginia Commonwealth University). 11(1). 95–108.
11.
Hogrebe, Mark C., Lydia Kyei-Blankson, & Li‐Wei Zou. (2008). Examining Regional Science Attainment and School—Teacher Resources Using GIS. Education and Urban Society. 40(5). 570–589. 6 indexed citations
12.
Hogrebe, Mark C.. (1987). Gender differences in mathematics.. American Psychologist. 42(3). 265–266. 2 indexed citations
13.
Nist, Sherrie L. & Mark C. Hogrebe. (1987). The Role of Underlining and Annotating in Remembering Textual Information. Reading Research and Instruction. 27(1). 12–25. 58 indexed citations
14.
Hogrebe, Mark C., Sherrie L. Nist, & Isadore Newman. (1985). Are there gender differences in reading achievement? An investigation using the high school and beyond data.. Journal of Educational Psychology. 77(6). 716–724. 29 indexed citations
15.
Nist, Sherrie L. & Mark C. Hogrebe. (1985). The Effects of High and Low Relevant Text Underlining on Test Performance.. 1 indexed citations
16.
Hogrebe, Mark C., et al.. (1985). Student Perceptions as Predictors of Academic Performance in College Developmental Studies. Educational and Psychological Measurement. 45(3). 639–646. 8 indexed citations
17.
Hogrebe, Mark C., Sherrie L. Nist, & Isadore Newman. (1985). Are there gender differences in reading achievement? An investigation using the high school and beyond data.. Journal of Educational Psychology. 77(6). 716–724. 3 indexed citations
18.
Hogrebe, Mark C., et al.. (1984). Comparison of the Prediction of Academic Performance for College Developmental Students and Regularly Admitted Students. Psychological Reports. 54(1). 319–327. 1 indexed citations
19.
Hogrebe, Mark C., et al.. (1983). The Moderating Effects of Gender and Race in Predicting the Academic Performance of College Developmental Students. Educational and Psychological Measurement. 43(2). 523–530. 9 indexed citations
20.
Fugita, Stephen S., Mark C. Hogrebe, & Kenneth N. Wexley. (1980). Perceptions of Deception. Personality and Social Psychology Bulletin. 6(4). 637–643. 17 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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