Mark Schlager

1.6k total citations
26 papers, 808 citations indexed

About

Mark Schlager is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, Mark Schlager has authored 26 papers receiving a total of 808 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Developmental and Educational Psychology, 7 papers in Education and 4 papers in Artificial Intelligence. Recurrent topics in Mark Schlager's work include Innovative Teaching and Learning Methods (6 papers), Online and Blended Learning (5 papers) and Intelligent Tutoring Systems and Adaptive Learning (2 papers). Mark Schlager is often cited by papers focused on Innovative Teaching and Learning Methods (6 papers), Online and Blended Learning (5 papers) and Intelligent Tutoring Systems and Adaptive Learning (2 papers). Mark Schlager collaborates with scholars based in United States, Germany and United Kingdom. Mark Schlager's co-authors include Judith Fusco, Patricia Schänk, Mark A. McDaniel, Umer Farooq, Nathan Dwyer, Juan P. Fusco, Yukie Toyama, Margaret Riel, Laura R. Pina and Hunter Gehlbach and has published in prestigious journals such as Journal of Applied Physiology, Communications of the ACM and Journal of Teacher Education.

In The Last Decade

Mark Schlager

25 papers receiving 661 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mark Schlager United States	13	410	275	127	113	88	26	808
Richard A. Schwier Canada	17	628 1.5×	308 1.1×	146 1.1×	147 1.3×	211 2.4×	64	1.0k
Alexander J. Romiszowski United States	11	466 1.1×	245 0.9×	86 0.7×	75 0.7×	150 1.7×	37	826
Terry Mayes United Kingdom	13	312 0.8×	282 1.0×	72 0.6×	84 0.7×	138 1.6×	31	650
Robert‐Jan Simons Netherlands	14	479 1.2×	366 1.3×	141 1.1×	137 1.2×	211 2.4×	20	899
Rod Sims Australia	12	589 1.4×	316 1.1×	90 0.7×	59 0.5×	162 1.8×	37	858
Hans Christian Arnseth Norway	15	375 0.9×	352 1.3×	154 1.2×	72 0.6×	179 2.0×	39	898
Joost Lowyck Belgium	16	746 1.8×	485 1.8×	85 0.7×	48 0.4×	145 1.6×	58	1.1k
Roland Hübscher United States	10	416 1.0×	530 1.9×	67 0.5×	76 0.7×	190 2.2×	28	932
Bernhard Ertl Germany	15	464 1.1×	419 1.5×	88 0.7×	137 1.2×	130 1.5×	56	1.0k
Andrew Ravenscroft United Kingdom	18	407 1.0×	457 1.7×	115 0.9×	172 1.5×	218 2.5×	43	894

Countries citing papers authored by Mark Schlager

Since Specialization

Citations

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

Fields of papers citing papers by Mark Schlager

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Schlager

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Schurgin, Mark W., Mark Schlager, Laura Vardoulakis, Laura R. Pina, & Lauren Wilcox. (2021). Isolation in Coordination: Challenges of Caregivers in the USA. 1–14. 28 indexed citations

Suthers, Dan, et al.. (2013). Discovery of Community Structures in a Heterogeneous Professional Online Network. 3262–3271. 18 indexed citations

Hill, Pamela D., et al.. (2010). Accreditation of testing laboratories in dosimetry: the use of a flexible scope at the Competent Incorporation Measuring Body Julich. Radiation Protection Dosimetry. 144(1-4). 47–51.

Schlager, Mark. (2010). Comparison of various anthropomorphic phantom types for in vivo measurements by means of Monte Carlo simulations. Radiation Protection Dosimetry. 144(1-4). 384–388. 10 indexed citations

Weise, K., et al.. (2009). Monte Carlo determination of the characteristic limits in measurement of ionising radiation--fundamentals and numerics. Radiation Protection Dosimetry. 135(3). 169–196. 14 indexed citations

Schlager, Mark, Umer Farooq, Judith Fusco, Patricia Schänk, & Nathan Dwyer. (2008). Analyzing Online Teacher Networks. Journal of Teacher Education. 60(1). 86–100. 60 indexed citations

Farooq, Umer, et al.. (2007). Sustaining a Community Computing Infrastructure for Online Teacher Professional Development: A Case Study of Designing Tapped In. Computer Supported Cooperative Work (CSCW). 16(4-5). 397–429. 63 indexed citations

Hill, Pamela D., et al.. (2006). Studies on the current 137Cs body burden of children in Belarus--Can the dose be further reduced?. Radiation Protection Dosimetry. 125(1-4). 523–526. 9 indexed citations

Schlager, Mark, et al.. (2003). Online Teacher Communities: Technology Snake-Oil or Powerful Catalysts for Professional Development?. The Information Society. 19. 2 indexed citations

10.

Schlager, Mark & Judith Fusco. (2003). Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse?. The Information Society. 19(3). 203–220. 281 indexed citations

11.

Gehlbach, Hunter, et al.. (2000). Assessing the Impact of a Large-Scale Online Teacher Professional Development Community. Society for Information Technology & Teacher Education International Conference. 2000(1). 2178–2183. 18 indexed citations

12.

Friedman, Batya, John Thomas, Jonathan Grudin, et al.. (1999). Trust me, I'm accountable. 1 indexed citations

13.

Friedman, Batya, John Thomas, Jonathan Grudin, et al.. (1999). Trust me, I'm accountable. 79–79. 11 indexed citations

14.

Schänk, Patricia, et al.. (1999). From MOO to MEOW. 64–es. 12 indexed citations

15.

Schlager, Mark, Juan P. Fusco, & Patricia Schänk. (1998). Cornerstones for an on-line community of education professionals. IEEE Technology and Society Magazine. 17(4). 15–21. 35 indexed citations

16.

Schlager, Mark, et al.. (1995). Representing a Student's Learning States and Transitions. 6 indexed citations

17.

Schlager, Mark, et al.. (1990). Specifying Skill-Based Training Strategies and Devices: A Model Description. 1 indexed citations

18.

McDaniel, Mark A. & Mark Schlager. (1990). Discovery Learning and Transfer of Problem-Solving Skills. Cognition and Instruction. 7(2). 129–159. 68 indexed citations

19.

Schlager, Mark & William C. Ogden. (1986). A cognitive model of database querying: a tool for novice instruction. ACM SIGCHI Bulletin. 17(4). 107–113. 8 indexed citations

20.

Roskamm, H., F. Landry, L. Samek, et al.. (1969). Effects of a standardized ergometer training program at three different altitudes. Journal of Applied Physiology. 27(6). 840–847. 29 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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