Mark Ullrich

514 total citations
26 papers, 282 citations indexed

About

Mark Ullrich is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Mark Ullrich has authored 26 papers receiving a total of 282 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 13 papers in Developmental and Educational Psychology and 7 papers in Language and Linguistics. Recurrent topics in Mark Ullrich's work include Educational Strategies and Epistemologies (10 papers), Education Methods and Technologies (10 papers) and Linguistic Education and Pedagogy (7 papers). Mark Ullrich is often cited by papers focused on Educational Strategies and Epistemologies (10 papers), Education Methods and Technologies (10 papers) and Linguistic Education and Pedagogy (7 papers). Mark Ullrich collaborates with scholars based in Germany and Switzerland. Mark Ullrich's co-authors include Holger Horz, Nele McElvany, Wolfgang Schnotz, Jürgen Baumert, Sascha Schroeder, Axinja Hachfeld, Tobias Richter, Britta Oerke, Camilla Rjosk and Christopher Heim and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Learning and Instruction.

In The Last Decade

Mark Ullrich

19 papers receiving 263 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 Ullrich Germany 8 176 157 136 28 25 26 282
Helmut Prechtl Germany 9 153 0.9× 156 1.0× 122 0.9× 42 1.5× 23 0.9× 12 306
Alfred Valdez United States 5 162 0.9× 143 0.9× 107 0.8× 21 0.8× 22 0.9× 8 282
Andrew D. Katayama United States 8 174 1.0× 183 1.2× 166 1.2× 8 0.3× 17 0.7× 18 326
Kirsten L. Rewey United States 7 193 1.1× 139 0.9× 95 0.7× 42 1.5× 12 0.5× 13 321
Daniel Lawless Canada 7 163 0.9× 142 0.9× 83 0.6× 41 1.5× 28 1.1× 9 304
Heli Muhonen Finland 11 262 1.5× 135 0.9× 52 0.4× 36 1.3× 15 0.6× 25 352
Stephen L. Chew United States 8 139 0.8× 64 0.4× 47 0.3× 18 0.6× 15 0.6× 14 250
Virginia J. Flood United States 10 157 0.9× 139 0.9× 52 0.4× 51 1.8× 8 0.3× 28 302
Tracey Wright United States 6 162 0.9× 102 0.6× 49 0.4× 28 1.0× 24 1.0× 9 274
Maria Reichelt Germany 4 67 0.4× 76 0.5× 95 0.7× 47 1.7× 27 1.1× 6 215

Countries citing papers authored by Mark Ullrich

Since Specialization
Citations

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

Fields of papers citing papers by Mark Ullrich

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Ullrich

This figure shows the co-authorship network connecting the top 25 collaborators of Mark Ullrich. A scholar is included among the top collaborators of Mark Ullrich 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 Ullrich. Mark Ullrich 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.
Ullrich, Mark, et al.. (2023). Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons. Frontiers in Education. 8. 2 indexed citations
2.
McElvany, Nele, et al.. (2023). Students’ Text-Picture-Integration: The Role of Teacher Competence and Instructional Quality. SHILAP Revista de lepidopterología.
3.
Bagoly‐Simó, Péter, et al.. (2022). Measuring Financial, Personnel and Material Resources for Education for Sustainable Development in the German School System: A Proposal for the German Educational Monitoring and Reporting. Journal of Education for Sustainable Development. 16(1-2). 42–60. 1 indexed citations
4.
5.
Ullrich, Mark, et al.. (2020). Digitale Kompetenz beim Modellieren und Experimentieren im Physikunterricht. 1.
6.
Oerke, Britta, et al.. (2018). The impact of instruction and student characteristics on the development of students’ ability to read texts with instructional pictures. European Journal of Psychology of Education. 34(2). 375–395. 5 indexed citations
7.
Heim, Christopher, et al.. (2018). Assessing coaches’ professional knowledge. German Journal of Exercise and Sport Research. 48(2). 252–262. 1 indexed citations
8.
Schnotz, Wolfgang, et al.. (2017). Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study. Contemporary Educational Psychology. 51. 152–169. 8 indexed citations
9.
Ullrich, Mark, et al.. (2016). Entwicklung von Messinstrumenten zum Kompetenzzuwachs anhand von Modellen der IRT.
10.
McElvany, Nele, et al.. (2015). Text-picture integration - Teachers' attitudes, motivation and self-related cognitions in diagnostics. peDOCS. 7(2). 11–33. 12 indexed citations
11.
Schnotz, Wolfgang, et al.. (2014). Strategy shifts during learning from texts and pictures.. Journal of Educational Psychology. 106(4). 974–989. 59 indexed citations
12.
Schnotz, Wolfgang, Mark Ullrich, Holger Horz, et al.. (2012). What makes text-picture-integration difficult? A structural and procedural analysis of textbook requirements. RICERCHE DI PSICOLOGIA. 103–135. 5 indexed citations
13.
Schnotz, Wolfgang, et al.. (2012). Dynamics of mental model construction from text and graphics. European Journal of Psychology of Education. 28(4). 1105–1126. 29 indexed citations
14.
Ullrich, Mark, Wolfgang Schnotz, Holger Horz, et al.. (2012). Kognitionspsychologische Aspekte eines Kompetenzmodells zur Bild-Text-Integration. Psychologische Rundschau. 63(1). 11–17. 10 indexed citations
15.
McElvany, Nele, Camilla Rjosk, Sascha Schroeder, et al.. (2011). Zuverlässigkeit von diagnostischen Lehrerurteilen: Reliabilität verschiedener Urteilsmaße bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten. Unterrichtswissenschaft. 39(2). 102–120. 4 indexed citations
16.
McElvany, Nele, Sascha Schroeder, Jürgen Baumert, et al.. (2011). Cognitively demanding learning materials with texts and instructional pictures: teachers’ diagnostic skills, pedagogical beliefs and motivation. European Journal of Psychology of Education. 27(3). 403–420. 23 indexed citations
17.
Ullrich, Mark. (2011). Einflüsse der Verarbeitungsreihenfolge auf den Wissenserwerb mit Texten und Bildern. 1 indexed citations
18.
McElvany, Nele, Sascha Schroeder, Tobias Richter, et al.. (2010). Texte mit instruktionalen Bildern als Unterrichtsmaterial - Kompetenzen der Lehrkräfte. Max Planck Institute for Plasma Physics. 38(2). 98–116. 6 indexed citations
19.
Schnotz, Wolfgang, Holger Horz, Nele McElvany, et al.. (2010). Das BITE-Projekt: Integrative Verarbeitung von Bildern und Texten in der Sekundarstufe I. Max Planck Institute for Plasma Physics. 143–153. 6 indexed citations
20.
McElvany, Nele, Sascha Schroeder, Axinja Hachfeld, et al.. (2009). Diagnostische Fähigkeiten von Lehrkräften. Zeitschrift für Pädagogische Psychologie. 23(34). 223–235. 53 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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