Philip C. Abrami
About
In The Last Decade
Philip C. Abrami
168 papers receiving 9.1k citations
Hit Papers
Peers
Comparison fields: 5 of 161
- Education 8.3k
- Developmental and Educational Psychology 3.3k
- Information Systems 1.4k
- Computer Science Applications 1.3k
- Social Psychology 1.1k
Countries citing papers authored by Philip C. Abrami
This map shows the geographic impact of Philip C. Abrami'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 Philip C. Abrami with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Philip C. Abrami more than expected).
Fields of papers citing papers by Philip C. Abrami
This network shows the impact of papers produced by Philip C. Abrami. 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 Philip C. Abrami. The network helps show where Philip C. Abrami may publish in the future.
Co-authorship network of co-authors of Philip C. Abrami
This figure shows the co-authorship network connecting the top 25 collaborators of Philip C. Abrami. A scholar is included among the top collaborators of Philip C. Abrami 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 Philip C. Abrami. Philip C. Abrami is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 1 | |
| 3 | 21 | |
| 4 | The effectiveness of the ABRACADABRA (ABRA) web-based literacy program onprimary school students in Hong Kong | 5 |
| 5 | The Use of Digital Tools by Independent Music Teachers. | 3 |
| 6 | The Effects of ABRACADABRA on Reading Outcomes:A Meta-analysis of Applied Field Research | 22 |
| 7 | DEVELOPING TOOLS FOR MUSIC EDUCATION IN THE DIGITAL AGE: THE EVIDENCE-BASED EVOLUTION OF THE MUSIC TOOL SUITE | 1 |
| 8 | Strategies for Teaching Students to Think Critically breakdown → | 523 |
| 9 | PROVIDING EFFECTIVE PROFESSIONAL DEVELOPMENT FOR USERS OF AN ONLINE MUSIC EDUCATION TOOL | 1 |
| 10 | Learning to Play a Musical Instrument with a Digital Portfolio Tool. | 7 |
| 11 | A Toolkit for Learning: Using Technology to Close the Gap | 2 |
| 12 | 1 | |
| 13 | Fostering Quality Online Dialogue: Does Labelling Help? | 3 |
| 14 | Assessing Online Dialogue in Higher Education | 1 |
| 15 | 27 | |
| 16 | Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis breakdown → | 619 |
| 17 | Encouraging Self-Regulated Learning Through Electronic Portfolios | 1 |
| 18 | ABRACADABRA: Progress in the development, Implementation and effectiveness of a web-based literacy resource | 3 |
| 19 | The Effects of Synchronous and Asynchronous Distance Education: A Meta-Analytical Assessment of Simonson's "Equivalency Theory" | 4 |
| 20 | The student ratings debate : are they valid? : how can we best use them? | 46 |
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.