Mary Jane Ford

412 total citations
22 papers, 282 citations indexed

About

Mary Jane Ford is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Mary Jane Ford has authored 22 papers receiving a total of 282 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 6 papers in Sociology and Political Science and 5 papers in Developmental and Educational Psychology. Recurrent topics in Mary Jane Ford's work include Educator Training and Historical Pedagogy (6 papers), Education and Technology Integration (4 papers) and Teacher Education and Leadership Studies (4 papers). Mary Jane Ford is often cited by papers focused on Educator Training and Historical Pedagogy (6 papers), Education and Technology Integration (4 papers) and Teacher Education and Leadership Studies (4 papers). Mary Jane Ford collaborates with scholars based in United States. Mary Jane Ford's co-authors include Guolin Lai, Yuxin Ma, Douglas Williams, John C. Davis and Diane C. Burts and has published in prestigious journals such as American Educational Research Journal, The Journal of Educational Research and Journal of Research on Technology in Education.

In The Last Decade

Mary Jane Ford

17 papers receiving 246 citations

Peers

Mary Jane Ford

EDUCA

CSA

DEP

Jyun‐Chen Chen Taiwan

Guolin Lai United States

Timothy T. Yuen United States

Pei Wen Tzuo Singapore

Alan Buss United States

Gena R. Greher United States

Michela Ponticorvo Italy

Burak Şişman Türkiye

Iddo Yehoshua Wald Israel

Monica Mitchell United States

Jyun‐Chen Chen Taiwan

Mary Jane Ford

101 ×0.8

EDUCA

80 ×0.7

CSA

124 ×2.0

DEP

69 ×1.7

18 ×0.6

Citations per year, relative to Mary Jane Ford Mary Jane Ford (= 1×) peers Jyun‐Chen Chen

Countries citing papers authored by Mary Jane Ford

Since Specialization

Citations

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

Fields of papers citing papers by Mary Jane Ford

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mary Jane Ford. 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 Mary Jane Ford. The network helps show where Mary Jane Ford may publish in the future.

Co-authorship network of co-authors of Mary Jane Ford

This figure shows the co-authorship network connecting the top 25 collaborators of Mary Jane Ford. A scholar is included among the top collaborators of Mary Jane Ford 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 Mary Jane Ford. Mary Jane Ford 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

Ford, Mary Jane, et al.. (2009). Integrating Fictional Narrative in Robotics Activities. Society for Information Technology & Teacher Education International Conference. 2009(1). 3830–3835. 1 indexed citations

Ma, Yuxin, et al.. (2008). Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates.. The Journal of Technology and Teacher Education. 16(4). 411–433. 15 indexed citations

Ma, Yuxin, et al.. (2008). A Model for Facilitating Field Experience in a Technology-Enhanced Model Pedagogical Laboratory. Journal of Computing in Teacher Education. 24(3). 105–111. 6 indexed citations

Ma, Yuxin, et al.. (2007). Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp. Society for Information Technology & Teacher Education International Conference. 2007(1). 3437–3444. 18 indexed citations

Williams, Douglas, et al.. (2007). Teacher Candidates' Experience in a Pedagogical Laboratory. Society for Information Technology & Teacher Education International Conference. 2007(1). 3459–3466. 1 indexed citations

Ford, Mary Jane, et al.. (2006). Robotics: Implementing Problem Based Learning in Teacher Education and Field Experience. Society for Information Technology & Teacher Education International Conference. 2006(1). 3410–3416. 3 indexed citations

Ford, Mary Jane. (2004). Environmental Education in the Condor Bioreserve. Journal of Sustainable Forestry. 18(2-3). 257–275. 3 indexed citations

Ford, Mary Jane, et al.. (2003). Living History in Our Backyard: Technology and Place-Based Learning in Pre-service Teacher Education. Society for Information Technology & Teacher Education International Conference. 2003(1). 3116–3122. 1 indexed citations

Ford, Mary Jane, et al.. (2001). Streaming Video Cases for the Support of Pre-Service Teacher Education. EdMedia: World Conference on Educational Media and Technology. 2001(1). 2058–2059. 2 indexed citations

10.

Ford, Mary Jane. (1998). Using the Internet and Children's Literature to Understand Cultures. Society for Information Technology & Teacher Education International Conference. 1997(1). 172–175. 1 indexed citations

11.

Ford, Mary Jane. (1993). Attending Behaviors of ADHD Children in Math and Reading Using Various Types of Software. 4(2). 26 indexed citations

12.

Ford, Mary Jane, et al.. (1990). Preservice Elementary Education Major’s Knowledge of Economics. The Journal of Social Studies Research. 14(2). 26–38. 10 indexed citations

13.

Ford, Mary Jane, et al.. (1990). Preservice Elementary Education Majors’ Knowledge of American Government. The Journal of Social Studies Research. 14(2). 39–51. 1 indexed citations

14.

Burts, Diane C., et al.. (1987). The Effects of Ordinary and Coordinate Concept Nonexamples on First-Grade Students' Acquisition of Three Coordinate Concepts. Theory & Research in Social Education. 15(1). 45–50. 1 indexed citations

15.

Ford, Mary Jane, et al.. (1986). The Effects of Recycling and Response Sensitivity on the Acquisition of Social Studies Concepts. Theory & Research in Social Education. 14(1). 21–33.

16.

Burts, Diane C., et al.. (1985). The Effects of the Presentation Order of Examples and Nonexamples on First-Grade Students' Acquisition of Coordinate Concepts. The Journal of Educational Research. 78(5). 310–314. 4 indexed citations

17.

Ford, Mary Jane, et al.. (1984). The Effect of Presentation Order of Examples and Nonexamples on Undergraduates' Acquisition of a Social Studies Concept. The Journal of Social Studies Research. 8(1). 1–12.

18.

Ford, Mary Jane, et al.. (1983). Some Effects of Teacher Enthusiasm on Student Achievement in Fourth Grade Social Studies. The Journal of Educational Research. 76(4). 249–253. 18 indexed citations

19.

Ford, Mary Jane, et al.. (1983). The Effectiveness of Three Methods of Teaching Social Studies Concepts to Fourth-Grade Students: An Aptitude-Treatment Interaction Study. American Educational Research Journal. 20(4). 663–663.

20.

Ford, Mary Jane, et al.. (1983). The Effectiveness of Three Methods of Teaching Social Studies Concepts to Fourth-grade Students: An Aptitude-Treatment Interaction Study. American Educational Research Journal. 20(4). 663–670. 16 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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