Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
2002617 citationsMichael C. Rodriguez et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Michael C. Rodriguez
Since
Specialization
Citations
This map shows the geographic impact of Michael C. Rodriguez'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 Michael C. Rodriguez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael C. Rodriguez more than expected).
Fields of papers citing papers by Michael C. Rodriguez
This network shows the impact of papers produced by Michael C. Rodriguez. 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 Michael C. Rodriguez. The network helps show where Michael C. Rodriguez may publish in the future.
Co-authorship network of co-authors of Michael C. Rodriguez
This figure shows the co-authorship network connecting the top 25 collaborators of Michael C. Rodriguez.
A scholar is included among the top collaborators of Michael C. Rodriguez 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 Michael C. Rodriguez. Michael C. Rodriguez is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Rodriguez, Michael C., et al.. (2018). The Role of Social and Emotional Skills and Supports for Hmong Student Achievement. SHILAP Revista de lepidopterología.1 indexed citations
5.
Rodriguez, Michael C., et al.. (2018). Investigating Socioeconomic Status Proxies: Is One Proxy Enough?. University of Minnesota Digital Conservancy (University of Minnesota).2 indexed citations
6.
Rodriguez, Michael C., et al.. (2018). In What Ways Do Health Behaviors Impact Academic Performance, Educational Aspirations, and Commitment to Learning?. University of Minnesota Digital Conservancy (University of Minnesota).
Rodriguez, Michael C., et al.. (2015). Redefining Individual Growth and Development Indicators: Phonological Awareness.. Grantee Submission. 48(5). 495–510.1 indexed citations
9.
Rodriguez, Michael C., et al.. (2015). Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators.. Grantee Submission. 40(2). 81–95.1 indexed citations
10.
Albano, Anthony D., et al.. (2014). Redefining Individual Growth and Development Indicators: Oral Language.. Grantee Submission. 39(4). 233–244.1 indexed citations
11.
Rodriguez, Michael C., et al.. (2014). Implications of Using Multilevel Latent Class Analyses on School Policy Interventions. University of Minnesota Digital Conservancy (University of Minnesota).1 indexed citations
Jitendra, Asha K., Danielle Dupuis, & Michael C. Rodriguez. (2012). Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment.. Society for Research on Educational Effectiveness.1 indexed citations
Rodriguez, Michael C., et al.. (2008). Students' Perceptions of Online-Learning Quality Given Comfort, Motivation, Satisfaction, and Experience.. Research Repository (Kingston University London). 7(2). 105–125.67 indexed citations
17.
Rodriguez, Michael C. & Yukiko Maeda. (2006). Meta-analysis of coefficient alpha.. Psychological Methods. 11(3). 306–322.172 indexed citations
18.
Rodriguez, Michael C., et al.. (2005). Perceptions of Online Learning Quality Given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, and Online Learning Experience. American Educational Research Association Annual Meeting. 2005(1).11 indexed citations
19.
Rodriguez, Michael C., et al.. (2005). Revealing an exchange between authors and reviewers about statistical significance [Editorial]. Reading Research Quarterly. 40. 9–10.1 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.