Megan Burton

587 total citations
29 papers, 348 citations indexed

About

Megan Burton is a scholar working on Education, Statistics and Probability and General Agricultural and Biological Sciences. According to data from OpenAlex, Megan Burton has authored 29 papers receiving a total of 348 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 7 papers in Statistics and Probability and 5 papers in General Agricultural and Biological Sciences. Recurrent topics in Megan Burton's work include Mathematics Education and Teaching Techniques (12 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Teacher Education and Leadership Studies (6 papers). Megan Burton is often cited by papers focused on Mathematics Education and Teaching Techniques (12 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Teacher Education and Leadership Studies (6 papers). Megan Burton collaborates with scholars based in United States and France. Megan Burton's co-authors include Amy Suzanne Johnson, Chih-Hsuan Wang, Margaret M. Flores, Kara D. Brown, Vanessa Hinton, Cathrine Maiorca, J. Martin Giesen, C. J. Daane, Thomas Roberts and Kenneth E. Vogler and has published in prestigious journals such as Nature Communications, SHILAP Revista de lepidopterología and PLoS ONE.

In The Last Decade

Megan Burton

27 papers receiving 314 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Megan Burton United States	10	255	62	58	39	37	29	348
Gaye Williams Australia	8	218 0.9×	49 0.8×	111 1.9×	38 1.0×	15 0.4×	35	320
Robbert Smit Austria	10	317 1.2×	19 0.3×	81 1.4×	20 0.5×	11 0.3×	29	390
C. J. Daane United States	7	407 1.6×	123 2.0×	55 0.9×	21 0.5×	27 0.7×	12	514
DeAnn Huinker United States	8	456 1.8×	105 1.7×	66 1.1×	63 1.6×	7 0.2×	30	516
Dominic Peressini United States	11	381 1.5×	56 0.9×	82 1.4×	9 0.2×	20 0.5×	13	427
Sibel Kaya Türkiye	12	292 1.1×	17 0.3×	109 1.9×	19 0.5×	9 0.2×	43	383
Ruth Beatty Canada	6	213 0.8×	22 0.4×	121 2.1×	10 0.3×	14 0.4×	11	296
Amanda Thomas United States	8	172 0.7×	65 1.0×	95 1.6×	5 0.1×	39 1.1×	34	275
Zenaida Aguirre‐Muñoz United States	10	213 0.8×	14 0.2×	83 1.4×	12 0.3×	18 0.5×	28	337
Gloria S. Dion United States	7	232 0.9×	50 0.8×	100 1.7×	16 0.4×	9 0.2×	13	314

Countries citing papers authored by Megan Burton

Since Specialization

Citations

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

Fields of papers citing papers by Megan Burton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Megan Burton

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

Roberts, Thomas, et al.. (2024). Navigating the Artificial Intelligence landscape: Implications for mathematics, science, and STEM teaching and learning. School Science and Mathematics. 124(1). 1–5. 1 indexed citations

Burton, Megan, et al.. (2024). Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books. Early Childhood Education Journal. 53(5). 1681–1692. 1 indexed citations

Richart, Laia, Ambre Petitalot, Megan Burton, et al.. (2024). EZH2 mutations in follicular lymphoma distort H3K27me3 profiles and alter transcriptional responses to PRC2 inhibition. Nature Communications. 15(1). 3452–3452. 11 indexed citations

Cook, Kristin, Christa Jackson, Sarah B. Bush, et al.. (2024). “No, This Is Not My Boyfriend’s Computer”: Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation. 7(3). 444–462. 3 indexed citations

Maiorca, Cathrine, et al.. (2023). Model-Eliciting Activities: Pre-Service Teachers’ Perceptions of Integrated STEM. Education Sciences. 13(12). 1247–1247. 6 indexed citations

Bush, Sarah B., Thomas Roberts, Cathrine Maiorca, et al.. (2022). Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society. Pedagogies An International Journal. 19(1). 60–79. 10 indexed citations

Mohr‐Schroeder, Margaret J., Thomas Roberts, Sarah B. Bush, et al.. (2022). Discursive Practices and the Digital Divide. Kappa Delta Pi Record. 58(sup1). 68–72. 1 indexed citations

Burton, Megan, et al.. (2022). Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM. Early Childhood Education Journal. 52(7). 1297–1310. 2 indexed citations

Flores, Margaret M., et al.. (2018). Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division. Learning Disability Quarterly. 42(1). 32–45. 30 indexed citations

10.

Flores, Margaret M., Vanessa Hinton, & Megan Burton. (2016). Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction. Preventing School Failure Alternative Education for Children and Youth. 60(4). 345–355. 24 indexed citations

11.

Hinton, Vanessa, et al.. (2015). An Investigation into Pre-service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology. 1. 4 indexed citations

12.

Hinton, Vanessa, et al.. (2015). The Effects of a Supplemental Explicit Counting Intervention for Preschool Children. Preventing School Failure Alternative Education for Children and Youth. 60(3). 183–193. 6 indexed citations

13.

Burton, Megan, Sara Yeatman, Brett C. Haberstick, et al.. (2013). Behavioral Disinhibition and Sexual Risk Behavior among Adolescents and Young Adults in Malawi. PLoS ONE. 8(9). e73574–e73574. 9 indexed citations

14.

Burton, Megan. (2012). What Is Math? Exploring the Perception of Elementary Pre-Service Teachers.. 5. 15 indexed citations

15.

Evans, Kathy, et al.. (2012). Rice Creek Elementary School and the University of South Carolina: A Shared Vision for Excellence.. 5(1). 19–27. 1 indexed citations

16.

Burton, Megan. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years.. Young children. 65(6). 92–96. 9 indexed citations

17.

Burton, Megan, et al.. (2010). The University of South Carolina Professional Development School Network: Twenty Years of Effective Collaboration.. 4(2). 41–52. 1 indexed citations

18.

Burton, Megan & Amy Suzanne Johnson. (2010). “Where Else Would We Teach?”: Portraits of Two Teachers in the Rural South. Journal of Teacher Education. 61(4). 376–386. 38 indexed citations

19.

Burton, Megan, Angela C. Baum, Andrew M. Tyminski, & Signe E. Kastberg. (2009). Engage families in meaningful mathematics. Teaching Children Mathematics. 16(1). 12–15. 1 indexed citations

20.

Burton, Megan, C. J. Daane, & J. Martin Giesen. (2008). Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching.. 1. 13 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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