Paul Changas

1.0k total citations
12 papers, 754 citations indexed

About

Paul Changas is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Paul Changas has authored 12 papers receiving a total of 754 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Statistics and Probability, 9 papers in Education and 5 papers in Developmental and Educational Psychology. Recurrent topics in Paul Changas's work include Cognitive and developmental aspects of mathematical skills (11 papers), Mathematics Education and Teaching Techniques (8 papers) and Reading and Literacy Development (5 papers). Paul Changas is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (11 papers), Mathematics Education and Teaching Techniques (8 papers) and Reading and Literacy Development (5 papers). Paul Changas collaborates with scholars based in United States. Paul Changas's co-authors include Lynn S. Fuchs, Robin F. Schumacher, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Jessica M. Namkung, Douglas Fuchs, Russell Gersten, Jessica M. Long and Paul T. Cirino and has published in prestigious journals such as Journal of Educational Psychology, Exceptional Children and The Elementary School Journal.

In The Last Decade

Paul Changas

11 papers receiving 724 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Paul Changas United States	9	647	544	426	62	48	12	754
Robin F. Schumacher United States	15	844 1.3×	737 1.4×	565 1.3×	78 1.3×	75 1.6×	25	1.0k
Amelia S. Malone United States	12	393 0.6×	360 0.7×	295 0.7×	33 0.5×	37 0.8×	20	533
Jennifer Krawec United States	10	272 0.4×	323 0.6×	245 0.6×	35 0.6×	72 1.5×	14	473
Katherine H. Canobi Australia	10	468 0.7×	431 0.8×	289 0.7×	75 1.2×	52 1.1×	13	560
Swee Fong Ng Singapore	9	383 0.6×	420 0.8×	233 0.5×	143 2.3×	81 1.7×	24	625
Erica L. Zippert United States	11	384 0.6×	437 0.8×	211 0.5×	37 0.6×	24 0.5×	19	554
Anne F. Zaslofsky United States	13	253 0.4×	208 0.4×	314 0.7×	24 0.4×	20 0.4×	20	453
Brian C. Poncy United States	15	316 0.5×	235 0.4×	415 1.0×	28 0.5×	10 0.2×	32	509
Caitlin Craddock United States	5	262 0.4×	216 0.4×	234 0.5×	29 0.5×	22 0.5×	6	349
Gena Nelson United States	10	324 0.5×	347 0.6×	260 0.6×	16 0.3×	52 1.1×	35	461

Countries citing papers authored by Paul Changas

Since Specialization

Citations

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

Fields of papers citing papers by Paul Changas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Changas

This figure shows the co-authorship network connecting the top 25 collaborators of Paul Changas. A scholar is included among the top collaborators of Paul Changas 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 Paul Changas. Paul Changas 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:

12 of 12 papers shown

Fuchs, Lynn S., Amelia S. Malone, Kristopher J. Preacher, et al.. (2022). Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction. Exceptional Children. 89(3). 332–352. 3 indexed citations

Fuchs, Lynn S., Douglas Fuchs, Sonya K. Sterba, et al.. (2022). Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches.. Journal of Educational Psychology. 114(7). 1633–1653. 20 indexed citations

Fuchs, Lynn S., Sonya K. Sterba, Caitlin Craddock, et al.. (2020). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.. Journal of Educational Psychology. 113(1). 86–103. 63 indexed citations

Fuchs, Lynn S., Robin F. Schumacher, Jessica M. Long, et al.. (2018). Improving At-Risk Learners’ Understanding of Fractions. Figshare. 105(3). 683–700.

Fuchs, Lynn S., Robin F. Schumacher, Jessica M. Long, et al.. (2016). Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions. The Elementary School Journal. 116(4). 625–651. 55 indexed citations

Fuchs, Lynn S., Amelia S. Malone, Robin F. Schumacher, et al.. (2015). Supported self-explaining during fraction intervention.. Journal of Educational Psychology. 108(4). 493–508. 55 indexed citations

Powell, Sarah R., Lynn S. Fuchs, Paul T. Cirino, et al.. (2015). Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners. Exceptional Children. 81(4). 443–470. 42 indexed citations

Fuchs, Lynn S., Robin F. Schumacher, Sonya K. Sterba, et al.. (2014). Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction.. Grantee Submission. 106(2). 499–514. 4 indexed citations

Fuchs, Lynn S., Sarah R. Powell, Paul T. Cirino, et al.. (2014). Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?. Journal of Educational Psychology. 106(4). 990–1006. 82 indexed citations

10.

Fuchs, Lynn S., Robin F. Schumacher, Jessica M. Long, et al.. (2013). Improving at-risk learners’ understanding of fractions.. Journal of Educational Psychology. 105(3). 683–700. 187 indexed citations

11.

Fuchs, Lynn S., Robin F. Schumacher, Sonya K. Sterba, et al.. (2013). Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.. Journal of Educational Psychology. 106(2). 499–514. 128 indexed citations

12.

Fuchs, Lynn S., David C. Geary, Donald L. Compton, et al.. (2012). Effects of first-grade number knowledge tutoring with contrasting forms of practice.. Journal of Educational Psychology. 105(1). 58–77. 115 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.

Explore authors with similar magnitude of impact