Mark Grabe

1.1k total citations
43 papers, 767 citations indexed

About

Mark Grabe is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Mark Grabe has authored 43 papers receiving a total of 767 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 17 papers in Developmental and Educational Psychology and 13 papers in Experimental and Cognitive Psychology. Recurrent topics in Mark Grabe's work include Online and Blended Learning (14 papers), Visual and Cognitive Learning Processes (8 papers) and Reading and Literacy Development (7 papers). Mark Grabe is often cited by papers focused on Online and Blended Learning (14 papers), Visual and Cognitive Learning Processes (8 papers) and Reading and Literacy Development (7 papers). Mark Grabe collaborates with scholars based in United States. Mark Grabe's co-authors include Kimberly M. Christopherson, Brett Holfeld, Jeffrey N. Weatherly, Steve Mann, James R. Antes, Arlinda F. Kristjanson and Thomas V. Petros and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and American Educational Research Journal.

In The Last Decade

Mark Grabe

42 papers receiving 627 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mark Grabe United States	13	562	195	101	95	88	43	767
Kathryn Ley United States	10	469 0.8×	287 1.5×	108 1.1×	113 1.2×	66 0.8×	32	702
E.G. Harskamp Netherlands	17	586 1.0×	421 2.2×	96 1.0×	70 0.7×	130 1.5×	33	864
Richard P. Durán United States	17	540 1.0×	343 1.8×	39 0.4×	61 0.6×	121 1.4×	45	1.1k
Robert D. Sherwood United States	15	654 1.2×	421 2.2×	77 0.8×	56 0.6×	145 1.6×	37	931
William D. Milheim United States	14	277 0.5×	168 0.9×	81 0.8×	74 0.8×	70 0.8×	44	494
F Olivero United States	13	580 1.0×	214 1.1×	85 0.8×	116 1.2×	39 0.4×	42	794
Joe L. Byers United States	7	638 1.1×	167 0.9×	73 0.7×	197 2.1×	35 0.4×	25	868
Glenda C. Rakes United States	14	486 0.9×	159 0.8×	57 0.6×	109 1.1×	57 0.6×	31	751
Hsueh‐Hua Chuang Taiwan	15	553 1.0×	141 0.7×	88 0.9×	198 2.1×	105 1.2×	59	842
Richard P. Niemiec United States	11	315 0.6×	184 0.9×	58 0.6×	40 0.4×	48 0.5×	25	479

Countries citing papers authored by Mark Grabe

Since Specialization

Citations

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

Fields of papers citing papers by Mark Grabe

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Grabe

This figure shows the co-authorship network connecting the top 25 collaborators of Mark Grabe. A scholar is included among the top collaborators of Mark Grabe 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 Grabe. Mark Grabe is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Grabe, Mark, et al.. (2010). A Preliminary Exploration of on-Line Study Question Performance and Response Certitude as Predictors of Future Examination Performance. Journal of Educational Technology Systems. 38(4). 457–472. 3 indexed citations

Grabe, Mark, et al.. (2007). Optional student use of online lecture resources: resource preferences, performance and lecture attendance. Journal of Computer Assisted Learning. 24(1). 1–10. 80 indexed citations

Grabe, Mark & Kimberly M. Christopherson. (2005). Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool. The Internet and Higher Education. 8(4). 291–298. 32 indexed citations

Grabe, Mark. (2004). Voluntary use of online lecture notes: correlates of note use and note use as an alternative to class attendance. Computers & Education. 44(4). 409–421. 50 indexed citations

Grabe, Mark, et al.. (1998). Learning with Internet Tools. 1 indexed citations

Grabe, Mark. (1998). Learning With Internet Tools: A Primer. 5 indexed citations

Grabe, Mark. (1992). LEARNING IN TECHNOLOGICALLY ENRICHED STUDY ENVIRONMENTS: WILL STUDENTS STUDY EFFECTIVELY?. Reading & Writing Quarterly. 8(4). 321–336. 2 indexed citations

Grabe, Mark, et al.. (1991). Adult and adolescent readers' comprehension monitoring performance: An investigation of monitoring accuracy and related eye movements. Contemporary Educational Psychology. 16(1). 45–60. 9 indexed citations

Grabe, Mark. (1989). An Evaluation of Computer Assisted Study in Controlled and Free Access Settings.. The Journal of Computer Based Instruction. 16(3). 9 indexed citations

10.

Grabe, Mark. (1989). Evaluation of purposeful reading skills in elementary-age students.. Journal of Educational Psychology. 81(4). 628–630. 4 indexed citations

11.

Grabe, Mark. (1989). Evaluation of purposeful reading skills in elementary-age students.. Journal of Educational Psychology. 81(4). 628–630. 3 indexed citations

12.

Grabe, Mark, et al.. (1988). The potential of adventure games for the development of reading and study skills. The Journal of Computer Based Instruction. 15(2). 72–77. 4 indexed citations

13.

Grabe, Mark. (1988). Technolgical enhancements of study behavior: on-line activities to produce more effective learning. 6(3). 253–259. 4 indexed citations

14.

Grabe, Mark, et al.. (1985). The Microcomputer and the Language Experience Approach.. The Reading Teacher. 38(6). 3 indexed citations

15.

Grabe, Mark & Steve Mann. (1984). A Technique for the Assessment and Training of Comprehension Monitoring Skills. Journal of Reading Behavior. 16(2). 131–144. 14 indexed citations

16.

Grabe, Mark, et al.. (1981). Cumulative Achievement in a Mastery Instructional System: The Impact of Differences in Resultant Achievement Motivation and Persistence. American Educational Research Journal. 18(1). 7–13. 19 indexed citations

17.

Grabe, Mark, et al.. (1981). The Use of Videotaped Material in the Instruction and Evaluation of Developmental Psychology Students. Teaching of Psychology. 8(2). 115–117. 1 indexed citations

18.

Grabe, Mark, et al.. (1979). Mastery methods: Meeting the challenge of individual differences in secondary science instruction. Science Education. 63(2). 237–243. 1 indexed citations

19.

Grabe, Mark, et al.. (1979). The Impact of Reading Competence on the Ability to Take a Perspective. Journal of Reading Behavior. 11(1). 21–25. 2 indexed citations

20.

Grabe, Mark. (1976). Big school, small school: Impact of the high school environment. Contemporary Educational Psychology. 1(1). 20–25. 9 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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