Marta Gràcia

843 total citations
90 papers, 581 citations indexed

About

Marta Gràcia is a scholar working on Education, Information Systems and Clinical Psychology. According to data from OpenAlex, Marta Gràcia has authored 90 papers receiving a total of 581 indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Education, 29 papers in Information Systems and 17 papers in Clinical Psychology. Recurrent topics in Marta Gràcia's work include Literacy and Educational Practices (27 papers), Educational Technology in Learning (21 papers) and Family and Disability Support Research (15 papers). Marta Gràcia is often cited by papers focused on Literacy and Educational Practices (27 papers), Educational Technology in Learning (21 papers) and Family and Disability Support Research (15 papers). Marta Gràcia collaborates with scholars based in Spain, Brazil and Mexico. Marta Gràcia's co-authors include Rosa Vilaseca, Climent Giné Giné, Anna Balcells‐Balcells, Francesc S. Beltran, Joana Maria Mas, Núria Castells, David Simó‐Pinatella, Jesús M. Alvarado, Isabel Solé and Camila Domeniconi and has published in prestigious journals such as SHILAP Revista de lepidopterología, Transplantation and Frontiers in Psychology.

In The Last Decade

Marta Gràcia

79 papers receiving 551 citations

Peers

Marta Gràcia

EDUCA

PPCH

DEP

Karen Burstein United States

Mary Bratsch‐Hines United States

Cindy Litman United States

Gregory A. Cheatham United States

Elisabeth Duursma Australia

Sandra Bochner Australia

Louis Manfra United States

Diana Leyva United States

Maryanne Theobald Australia

Karen Burstein United States

Marta Gràcia

328 ×1.2

EDUCA

167 ×0.8

52 ×0.4

23 ×0.2

PPCH

186 ×1.7

DEP

Citations per year, relative to Marta Gràcia Marta Gràcia (= 1×) peers Karen Burstein

Countries citing papers authored by Marta Gràcia

Since Specialization

Citations

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

Fields of papers citing papers by Marta Gràcia

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marta Gràcia

This figure shows the co-authorship network connecting the top 25 collaborators of Marta Gràcia. A scholar is included among the top collaborators of Marta Gràcia 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 Marta Gràcia. Marta Gràcia 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

Gràcia, Marta, et al.. (2025). Estrategias docentes de profesorado universitario para promover el desarrollo de la competencia en lengua oral de los futuros docentes. Revista Interuniversitaria de Formación del Profesorado Continuación de la antigua Revista de Escuelas Normales. 100(39.1). 331–352.

Gràcia, Marta, et al.. (2025). Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme. Professional Development in Education. 1–22. 1 indexed citations

Gràcia, Marta, et al.. (2025). A reflective teacher development programme to improve classroom management and children’s oral language competence. Teacher Development. 29(5). 1005–1023. 1 indexed citations

Ganau, Sergi, Sergi Vidal‐Sicart, Francesco Schettini, et al.. (2024). Predicting Additional Metastases in Axillary Lymph Node Dissection After Neoadjuvant Chemotherapy: Ratio of Positive/Total Sentinel Nodes. Cancers. 16(21). 3638–3638.

Castells, Núria, et al.. (2024). La educación híbrida en centros de secundaria catalanes. Revista de Investigación Educativa. 42(2). 1 indexed citations

Castillo‐Ecija, Helena, et al.. (2024). Surgical Management and Its Impact on Adjuvant Treatment in Recurrent Ipsilateral Breast Cancer: A Retrospective Cohort Study. Journal of Clinical Medicine. 13(17). 5142–5142.

Gràcia, Marta, et al.. (2023). A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence. Computer Assisted Language Learning. 38(3). 426–452. 9 indexed citations

Gràcia, Marta, et al.. (2022). Attitudes towards disability in Higher Education. Revistes Científiques de la University of Barcelona (University of Barcelona). 52(2). 1 indexed citations

Gràcia, Marta, et al.. (2022). Attitudes towards disability in Higher Education. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 52(2).

10.

Gràcia, Marta, et al.. (2021). Teaching practices for developing oral language skills in Catalan schools. Cogent Education. 8(1). 7 indexed citations

11.

Gràcia, Marta, et al.. (2020). Uso de una herramienta digital como recurso de desarrollo profesional para mejorar la competencia comunicativa oral de alumnos de educación infantil y primaria. SHILAP Revista de lepidopterología. 10(2). 135–149. 7 indexed citations

12.

Gràcia, Marta, et al.. (2020). Developing a digital application (EVALOE-DSS) for the professional development of teachers aiming to improve their students’ linguistic competence. Computer Assisted Language Learning. 35(3). 492–517. 16 indexed citations

13.

Gràcia, Marta, et al.. (2020). Desarrollo y evaluación de la competencia comunicativa en la formación inicial de maestros. Revista Iberoamericana de Educación Superior. 11(30). 14 indexed citations

14.

Gràcia, Marta, et al.. (2019). La competencia comunicativa y lingüística en la formación inicial de maestros: un estudio piloto. Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona). 8(2 (16)). 2 indexed citations

15.

Domeniconi, Camila, et al.. (2018). Adaptação da Escala de Avaliação do Ensino de Linguagem Oral em Contexto Escolar (EVALOE) para seu uso em contexto familiar (EVALOF) | Adaptation of the Assessment Scale of Oral Language Teaching in School for a familiar context. 8(1). 65–80. 1 indexed citations

16.

Gràcia, Marta, et al.. (2014). Lenguaje expresivo y memoria verbal a corto plazo en las personas con síndrome de Down: memoria de ítem y memoria de orden. 118. 1 indexed citations

17.

Giné, Climent Giné, Marta Gràcia, Cecilia Simón Rueda, et al.. (2013). Las escalas de calidad de vida familiar (cdvf-e). Apoyo y orientación para la intervención. 44(247). 21–36. 1 indexed citations

18.

Gràcia, Marta & Rosa Vilaseca. (2013). Cómo mejorar la calidad de vida de las familias de niños con discapacidad intelectual: algunas propuestas. Americanae (AECID Library). 68(1). 121–4. 3 indexed citations

19.

Giné, Climent Giné, Marta Gràcia, Rosa Vilaseca, & Anna Balcells‐Balcells. (2009). Trabajar con las familias en atención temprana. SHILAP Revista de lepidopterología. 17 indexed citations

20.

Gràcia, Marta. (1999). Interacció social en contextos naturals i desenvolupament de la comunicació i el llenguatge : aspectes teòrics. 3(1). 6–18. 1 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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